ARTS EDUCATION
Teacher Handbook
VISUAL
ARTS
September 2002
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
ARTS EDUCATION TEACHER HANDBOOK:
VISUAL ARTS
AUGUST 2002
TABLE OF CONTENTS
Click on any of the following links to access sections of the Teacher
Handbook. (If you are viewing this document in PDF format or have ordered
a print copy through NCDPI Publications, you will not be able to access links,
but will view the content in its entirety as one document.)
Page
INTRODUCTION...................................................................................................... 4-5
LESSON PLANS
•
Introduction to Lesson Plans ............................................................................ 6
•
Elementary Lessons
o Aborgine Dot Turtles ............................................................................ 7-9
o Eric Carle Collage with Color Theory ............................................... 10-12
o Andy Warhol in North Carolina ........................................................ 13-15
o Self-Portrait Unit - five lessons ......................................................... 16-27
o Artist Research Poster and Red Wolf Rendering ............................... 28-30
(See assessment item that aligns with this lesson plan)
o My Monkey in the Jungle - Henri Rousseau –
French Exotic Landscape ............................................................... 31-33
(See assessment item that aligns with this lesson plan)
o North Carolina Textured Landscape.................................................. 34-35
(See assessment item that aligns with this lesson plan)
o Tansai Sumi Painting ........................................................................ 36-37
(See assessment item that aligns with this lesson plan)
o Powers of Observation – Hands ........................................................ 38-40
•
Middle School Lessons
o The Element of Color........................................................................ 41-44
o Exploring Pottery of North Carolina ................................................. 45-49
o The Art Box...................................................................................... 50-53
o Mixed Media Landscape Design Based
on the Lands of Asia and Africa ..................................................... 54-56
Page
•
High School Lessons
o It's Ruined......................................................................................... 57-58
o The Princess and the Painter ............................................................. 59-60
o The Great Debate.............................................................................. 61-62
o The Latest Style ................................................................................ 63-64
o A Capitol Conquest........................................................................... 65-66
o Japanese Watercolors ....................................................................... 67-69
(See assessment item that aligns with this lesson plan)
o Emotion Masks ................................................................................. 70-73
(See assessment item that aligns with this lesson plan)
o Color Scheme Design ....................................................................... 74-76
(See assessment item that aligns with this lesson plan)
o Expressive Self-Portrait - Mixed Media ............................................ 77-81
(See assessment item that aligns with this lesson plan)
o Introduction to Composition and Elements of Design........................ 82-85
o Technology as a Design Tool for Self-portraits ................................. 86-88
(See assessment item that aligns with this lesson plan)
o Technology as a Design Tool for Abstract Artwork........................... 89-91
(See two assessment items that align with this lesson plan - computer generated &
painting)
ASSESSMENT ITEMS
•
Introduction to Classroom Assessments .................................................... 92-94
•
Elementary Assessments
o Artist Research Poster and Red Wolf Rendering ............................... 95-98
(See lesson plan that aligns with this assessment)
o My Monkey in the Jungle - Henri Rousseau –
French Exotic Landscape ........................................................... 99-100
(See lesson plan that aligns with this assessment)
o North Carolina Textured Landscape ............................................. 101-102
(See lesson plan that aligns with this assessment)
o Tansai Sumi Painting .................................................................... 103-104
(See lesson plan that aligns with this assessment)
•
Middle School Assessments
o NOTE: No Assessments Provided for any lessons at this grade span
2
Page
•
High School Assessments
o Japanese Watercolors.................................................................... 105-107
(See lesson plan that aligns with this assessment)
o Emotion Masks ............................................................................ 108-110
(See lesson plan that aligns with this assessment)
o Color Scheme Design ................................................................... 111-113
(See lesson plan that aligns with this assessment)
o Expressive Self-Portrait - Mixed Media ....................................... 114-118
(See lesson plan that aligns with this assessment)
o Technology as a Design Tool for Self-portraits ............................. 119-122
(See lesson plan that aligns with this assessment)
o Technology as a Design Tool for Abstract
Artwork (Computer Generated).................................................... 123-125
(See lesson plan that aligns with this assessment)
o Technology as a Design Tool for Abstract Artwork (Painting) ...... 126-128
(See lesson plan that aligns with this assessment)
TIPS (None provided by teachers at this time)
RESOURCES
• Print (None provided by teachers at this time)
• Web Resources .............................................................................................. 129
• Resources that Assist With or Demonstrate Curriculum Integration
(None provided by teachers at this time)
3
INTRODUCTION
The Teacher Handbook for Visual Arts Education is available through NCDPI
Publications and online in PDF and HTML formats. The handbook will be revised and
updated as additional information is received or developed.
The PDF (print-friendly) and HTML versions of the Teacher Handbook, which include a
bank of lesson plans and assessment items that were developed by arts education teachers
in North Carolina, may be accessed online at: http://www.publicschools.org (click on
"Curriculum," then "Arts Education," then Resources.). The HTML version of the
Teacher Handbook allows viewers to link to various sections of interest within the
document.
Those interested in contributing a lesson plan, assessment item, or other material to
the Teacher Handbook should visit: www.learnnc.org/dpi/instserv.nsf (click on “visual
arts education,” click on “news and happenings,” click on “help us create the NEW
Teacher Handbook),” to read more about this opportunity and to access templates for
lesson plans, assessment items, resources, and other information. For questions or further
information about the Teacher Handbook, please contact Bryar Ted Cougle, Arts
Education Consultant, NCDPI, at 919-807-3855 or tcougle@dpi.state.nc.us.
Overview
The Teacher Handbook for Visual Arts Education was created to assist teachers with the
implementation of the North Carolina Arts Education Standard Course of Study and
Grade Level Competencies, K-12 (SCS). The SCS was revised through the cooperation
and assistance of individuals and groups throughout the state and was approved by the
State Board of Education in December of 2000. The implementation year for the SCS is
2002-2003. The SCS will be regularly revised and improved to meet the needs of the
students of North Carolina.
Standard Course of Study
Based on the National Standards for Arts Education, the SCS describes what students
should know and be able to do as the result of instruction at each grade level or course in
each of the four arts areas: dance, music, theatre arts and visual arts. The SCS was
generated to provide a foundation for teachers and curriculum specialists in each school
system to develop classes or courses and instructional strategies. Objectives in the SCS
describe content and skills that are not limited to particular materials or methodologies,
but that can be delivered through multiple approaches or materials. The SCS may be
accessed online: www.ncpublicschools.org (click on Curriculum) or purchased through
NCDPI Publications.
4
Teacher Handbook
The Teacher Handbook for Visual Arts Education is a supplement to the SCS. This
teacher handbook provides teachers with some ideas of how particular goals and
objectives may be addressed in the classroom. This document is not intended to be
comprehensive or sequential, but rather, to illustrate some possible ways to help
implement the SCS. Because specific objectives are not taught in isolation, it may be
noted that both lesson plans and assessment items correlate with multiple goals and
objectives, often within and across the arts and/or other content areas. The teacher
handbook is in development; so as new lessons, assessment items, or other sections are
developed, they will be added to this resource.
Thank you to the teachers in North Carolina who
developed these plans, assessments, and ideas to
support teachers across our state! Your willingness
and generosity to give permission for your items to
be shared in this Teacher Handbook are greatly
appreciated.
5
INTRODUCTION TO LESSON PLANS
The lessons contained in the Teacher Handbook were developed for teachers by teachers.
You may access lesson plans by grade span and individual plans within each span. This
database of lesson plans may be added to as further plans are developed. Those
interested in contributing lesson plans to the Teacher Handbook should contact Bryar Ted
Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or tcougle@dpi.state.nc.us.
The lesson plans developed are organized in the following format: Title; Grade Level or
Course; Time Allotment; Targeted Goals and Objectives from the 2000 North Carolina
Arts Education Standard Course of Study and Grade Level Competencies, K-12;
Targeted concepts or skills from other Content Areas; Alignment with the NC High
School Exit Exam; Lesson Objective(s); Materials/Equipment Needed; Lesson
Procedure; Assessment; and Special Considerations. Some lesson plans are linked to
particular assessment items. These lessons are noted in the table of contents and within
the lessons themselves.
The lesson plans are not designed to be used as a step-by-step “cookie cutter” approach to
implementing the SCS, but rather as a starting point to help teachers see how particular
goals and objectives from the SCS may be implemented in the classroom. Perhaps a
teacher reading through one of the lesson plans may use the plan as a place to begin with
when mapping his/her course of study for students. Lessons should be modified to meet
the individual learning needs of students within the classroom.
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ELEMENTARY LESSON PLANS
Submitted by Michele L. Nelson
Alamance - Burlington Schools
Lesson Title:
Aborigine Dot Turtles
Grade Level or Course:
1st grade
Time Allotment:
Two class sessions (30 minutes each)
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.04-Discuss and examine familiar objects and literature to inspire imagery
3.03-Recognizes that pattern is created by repetition and uses pattern in own artwork
4.01-Recognize that an artist's work has certain characteristics that distinguish it from
that of others
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas.
English Language Arts: Demonstrate familiarity with variety of texts
English Language Arts: Discuss and explain response to how, why & what if questions in
sharing narrative and expository texts
Guidance: Demonstrate pride in work and achievement
Guidance: Consider ethnic & cultural diversity
Mathematics: Copy, continue & record patterns with actions, words, objects; translate
into other forms
Mathematics: Create and record patterns. Identify & name the pattern unit
Mathematics: Solve problems by identifying and correcting errors in repeating patterns
Lesson Objective(s):
The learner will:
- be introduced to Aboriginal Dot and X-Ray art, as well as Australian Dreamings
storytelling
- create a work of art in the style of Aboriginal art
- use repetition and pattern in a work of art
7
Materials/Equipment Needed:
-8x 10 inch brown or earth-toned paper (brown construction paper works great)
-Earth tone crayons or Craypas (colors such as white, black, brown, tan, ochre, orange,
brick etc….)
Lesson Procedure:
- Students will have a traditional Aboriginal story read to them (I like to use Pheasant and
the Kingfisher, by Catherine Berndt and Raymond Meeks). Students will discuss story
with teacher regarding content (How Aborigine stories try to explain natural
occurrences, some are creation stories, and others contain symbols that are universal to
many folktales and myths around the world.) It is also a good idea to have a world map
handy to point out where North Carolina is and where Australia is.
- Students will then discuss with the teacher the style of art used in the book. What types
of colors are used (earth tones because paints were made and mixed with pigments
from the ground), what sort of patterns (dots, zigzags, etc.)
- The teacher will then guide the students in drawing a basic turtle shape, filling the
whole paper.
- The teacher will then discuss different kinds of line and pattern, such as the dotted line,
zigzag lines, etc., having students draw them on the board.
- Students will then fill in their turtles with their own different patterns and colors to
create unique Aborigine-style turtles
Assessment:
- Students will be assessed by the product they create, as well as, through informal
discussions and oral questions posed to both class and individual (such as: How many
different patterns have you used in your picture? Does your pattern repeat consistently?
What is your pattern unit? It looks like you may have lost your pattern here- what do
you need to add to fix the pattern? Why are we using earth tone colors? How are
Aborigine stories like some of our own? How are they different? Etc.)
- Portfolios will also be kept on each student in order to monitor progress through out the
year
Special Considerations:
- Students will want to color the whole turtle, rather than make patterns. It is best to have
8
the children first concentrate on making dot patterns (dotted lines, dotted zigzags lines
with patterned colors) and not let then color on the first day. On the second session,
once the student has established good patterns throughout, the students may color areas
to enhance the patterns. Make sure they don't color over the patterns they worked so
hard to create! (And, yes, they WILL try to do that!)
- Another note: Prang pressed wax crayons work very well for this project- they are
bright, not messy and have brilliant colors.
9
Submitted by Michele L. Nelson
Alamance - Burlington Schools
Lesson Title:
Eric Carle Collage with Color Theory
Grade Level or Course:
2nd grade
Time Allotment:
At least two class sessions
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.06 Use experimentation to find solutions
1.08 Recognize that images from reality and from fantasy may be used to create original
art
2.01 Become familiar with additional art media, techniques and processes
2.04 Produce visual effects and textures using each media
3.06 Create work which shows more complex organization
5.03 Identify selected medium/techniques as processes used for individual artwork
8.01 Begin to understand different ways that people can make a living from creating art
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas.
English Language Arts: Discuss similarities & differences in events and characters across
stories
Information Skills: Demonstrates familiarity with a variety of types of books and
resources (print, non-print, electronic)
Information Skills: Respond to reading, listening, and viewing experiences orally,
artistically, dramatically through various formats
Information Skills: Produce media in various formats, e.g., pictorial, multimedia
Lesson Objective(s):
The leaner will:
- study primary and secondary colors in a lab setting
- make connections between art and literature
- create a collage in the style of author/illustrator Eric Carle using hand-mixed color
paper
10
Materials/Equipment Needed:
Supplies: finger paint, finger-paint paper (slick coated), scissors, glue, black and green
construction paper
Visual Resources: Mouse Paint by Ellen Stoll Walsh (or any other book on mixing
primary colors), The Very Quiet Cricket or The Very Grouchy Lady Bug by Eric Carle
and pictures/handouts of various bugs for reference
Lesson Procedure:
The book on mixing colors will be read aloud. The students will then go to their seats for
color experiments.
- At each group setting there will be 4 different papers with 2 colors of finger-paint: blue
and yellow, red and blue, red and orange, and white with any primary color
- The students will hypothesize on what color will be created. Then the students who are
sitting in front of the color set being discussed will proceed to mix the colors, while
their classmates watch. Once the new color has been made and "discovered", the next
color set will be mixed. Each student will have a chance to mix while his classmates
watch. All students will be able to guess at what colors might appear.
- After each child has had a chance to mix his primary colors to create secondary ones,
the students will use the rest of the class time to thoroughly mix and cover their paper
with the finger paint, enjoying the tactile experience
Directions for the Collage Portion of this lesson:
- The following class session, the teacher will read an Eric Carle book with bugs as the
main characters. Students will discuss the concept of author/illustrator. Students will
analyze the book as to how the pictures where made (cut paper, some colors fingerpainted on the paper). Students will be encouraged to make their own buggy picture
with their own hand colored finger-paint paper.
- Students will cut grass from half an 8x 10" piece of green construction paper and paste
it to the bottom of the black 8 x 10" construction paper to create land/sky. There should
be unglued top edges of the grass to hide bugs in.
- Finger-painted papers will be cut and used in the creation of Eric Carle-style bugs,
cutting shapes from the colored paper to create bug segments, legs etc. to make the
bugs. The bugs will be glued to the paper with some peeking out from behind the cut
paper grass (overlapping), some will have wings and will fly in the sky. Students will
also cut a paper moon to hang in the sky and stars could be made from tiny yellow
paper scraps, if time permits. Students may use photocopied pictures of various bugs as
a reference for the creation of the insects. Note the differences between spiders and
bugs (number of legs, segmented bodies etc.).
11
Assessment:
- Students will be tested orally on basic color theory
- Students' work will display application of the following art concepts: overlapping,
balanced composition (use of the full paper)
- Students will be able to discuss Eric Carle as an author/illustrator and his method for
creating images (collage with cut hand painted paper)
- Students will keep a personal portfolio of artwork for ongoing progress and assessment
Special Considerations:
- Finger paint paper generally comes in large sheets. Cut down the sheets to a
manageable size, such as 12" x 18", to ensure room for storage when drying.
- Remind students that finger painting means just that, ONE FINGER, not whole hand
painting
- Have paper towels pre-wet to be handed out at the end of class so there isn't a rush for
the sink (this is also a great art bribe for good behavior!)
- Check with classroom teachers and try to schedule your lesson to be taught concurrently
with the teachers' science lessons on bugs or color
12
Submitted by Michele L. Nelson
Alamance - Burlington Schools
Lesson Title:
Andy Warhol in NC
Grade Level or Course:
4th grade
Time Allotment:
At least two class sessions, with the majority of the first session being devoted to class
discussion on media, society and Pop Art
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
2.02 Use additional art media, techniques and processes
4.03 Enumerate characteristics of artists work that distinguish it from others
4.04 Compare work of various artists' styles and culture
5.01 Recognize that art can serve more than one purpose and/or function in a given
culture
7.02 Identify how technology affects how things look and how they are done
8.02 Discuss how there are art-related jobs today that did not exist in the past such as
photographer, videographer, or computer artist
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Computer/Technology Skills: Evaluate information found via telecommunications for
content and usefulness
English Language Arts: Make informed judgements about television and film/video
productions
Social Studies: Identify and describe changes which have occurred in ways of living in
North Carolina
Lesson Objective(s):
The learner will:
- be introduced to Pop Art and the style of Andy Warhol
- study commercialism in the media and its effects on today's society
- use repetition as a principle of design in a work of art
13
Materials/Equipment Needed:
- (digital) camera(s), (computer), standard 8x10" paper, copier/printer, Crayola Tropical
color markers or colored pencils
Note: this project can be done with a traditional camera and copy machine
- visual resources such as magazine advertisements and reproductions of work by Andy
Warhol, specifically the Marilyn Monroe or other famous person(s) multiple image
silkscreens
Lesson Procedure:
The teacher will guide an in depth discussion on the effects of commercialism on today's
society, including the beginning of mass media commercialism with the invention of the
television commercial and the subsequent development of Pop Art by Andy Warhol.
Students will discuss the difference between pop music and other styles of music.
(Pop stands for popular, something that may not be artistically great but is appealing to a
large amount of people. Other music styles, such as classical, jazz, hip-hop, etc., attract a
select listening audience. This will set a basis for understanding the term POP artsomething that everyone can relate to, though it may not have a lot of artistic merit in
terms of technique and artistic talent.)
Students will talk about the television commercial, its' purpose (to sell us things) and
recall various jingles. Chances are the kids can sing most commercial jungles, but cannot
remember the words to the Star Spangled Banner, our national anthem. This will lead to a
discussion on what we value in this country as Americans (money, merchandise, etc.).
At this point, Andy Warhol prints will be shown and talked about, such as the Brillo Box
and the famous person multiple image series. Andy Warhol's art was an observation on
what was important in the lives of Americans during the 60's and 70's (superficial things
like "stuff" and the celebrities that he depicted in his artwork...maybe these are still quite
important to us- more than they should be. Think Britney Spears, N'Sync, Snoop Dog,
Pepsi Cola and Nike...) Students will understand that Pop Art was a reflection of the
people we, as Americans, had become, due to our immersement in Pop Culture and pop
icons. We allow the media to do our thinking for us and we make a big deal out of things
that probably shouldn't be so important to us.
This project will have the students create a portrait in the style of Andy Warhol, but the
subject will be a more important one than famous people or cans of soup. The subject
will be YOU!
14
The Studio Project:
Students will create a self-portrait in the style of Andy Warhol.
- If digital cameras are available, the students can take pictures of each other (1 each). If
this is not possible the teacher will take a picture of each student. This step ideally
should be done a week or 2 in advance.
- The teacher will print, from the computer, a 4-panelled multiple image of the student or
will make 4 copies of a photo on the copier for each child.
- If access to a computer lab is available, students will make multiple copies of their own
image with the computer in a Paint program, such as Clarisworks, Appleworks,
Photoshop, etc., and use various filters to manipulate the color of each image
- The students will use light colors to color their photos, using a different color for face,
hair, background and body.
- If the students have 4 individual photos, they will glue them onto a black background.
Assessment:
- Students will be able to discuss the effect of media on modern society
- Students will be able to pick out the work of Andy Warhol when presented with a group
of different artworks
- Still will produce a work of art that is similar in style to the work of Andy Warhol
- Students will keep a personal portfolio of artwork for ongoing progress and assessment
Special Considerations:
If markers are used, explain that the marker should be applied in neat "lines", instead of
being scribble-colored in random directions, for a neater effect.
15
Submitted by Suzie Carter
Cumberland County Schools
Lesson Title:
Self-Portrait Unit - Lesson #1
Grade Level:
Fourth Grade
Time Allotment:
40 minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
5.03 Compare works of art from different times and cultures.
5.05 Recognize an increased selection of works art and artists.
5.06 Discuss themes which are most important to a particular culture.
5.07 Recognize that individuals are products of their own culture.
6.01 Describe how people’s experiences influence the development of specific artworks.
6.02 Understand experience varies from individual to individual and from culture to
culture.
7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect
the ideas, issues, or themes in all disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas.
English Language Arts: writing three descriptive paragraphs in their classroom 1)
describe them physically, 2) describe the student’s character, and 3) describe their
favorite pastimes.
English Language Arts: art terms incorporated in weekly spelling list.
Computer: classroom teacher used computer class for typing their self-narrative and
practiced using “editing” mode.
Music: The students will use their self-narrative to create a “rap”. CD/ tapes played in
the classroom while drawing their self-portraits.
Social Studies: The students will view the world map during the discussion on the artist
and see each country’s proximity to each other compared to where they live.
Lesson Objective(s):
16
There is a need in my school area, with the influx of Hispanic people, for an
understanding of this culture. The students can become life long learners by widening
their understanding of another culture, become better readers, have a better understanding
of the computer, become more accomplished writers, and an awareness of their inner self.
Materials/Equipment Needed:
- A Hispanic person from the community to share their culture with the students.
- Artifacts from a local museum or gathered from community or students.
- Art books on Frida Kahlo from the local library.
- CD/Cassette to listen to Hispanic music.
- Student’s drawing journal.
Lesson Procedure:
As an introduction to this lesson, I had a local artist of Hispanic heritage, visit with
knowledge of Frida Kahlo’s life and her works. She gave an overview of the Hispanic
culture, and showed slides of the primitive civilizations-Aztec, Inca, and Mayan that
influenced Kahlo. There was a display set up in the Media Center that was borrowed
from the local Art Museum. The borrowed Art Trunk enabled the students to view many
differing artifacts. During the art time, the students were able to review and were given
more time discussing the life and works of Frida Kahlo. The focus was on Kahlo’s selfportraits. The children spent the last of the period drawing self-portraits in their drawing
journals.
Assessment:
I assessed their self-portraits in their journals to measure how much instruction, on
drawing the face they would need at our next meeting. The drawing journal stays in the
room all year and is a measure of their growth throughout the year.
Special Considerations:
This is the first of five lessons in the unit.
17
Submitted by Suzie Carter
Cumberland County Schools
Lesson Title:
Self-Portrait Unit - Lesson #2
Grade Level:
Fourth Grade
Time Allotment:
40 minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Create work which approaches a higher level of realism.
4.01 Create extended visual narratives based on one’s own life and experiences.
5.07 Recognize that individuals are products of their own culture.
6.01 Describe how people’s experiences influence the development of specific artworks.
6.02 Understand experience varies from individual to individual and from culture to
culture.
7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect
the ideas, issues, or themes in all disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas.
English Language Arts: writing three descriptive paragraphs in their classroom. 1)
Describe them physically, 2) describe the student’s character, and 3) describe their
favorite pastimes.
English Language Arts: art terms incorporated in weekly spelling list.
Computer: classroom teacher used computer class for typing their self-narrative and
practiced using “editing” mode.
Music: The students will use their self-narrative to create a “rap”. CD/ tapes played in
the classroom while drawing their self-portraits.
Social Studies: The students will view the world map during the discussion on the artist
and see each country’s proximity to each other compared to where they live.
Lesson Objective(s):
18
There is a need in my school area, with the influx of Hispanic people, for an
understanding of this culture. The students can become life long learners by widening
their understanding of another culture, become better readers, have a better understanding
of the computer, become more accomplished writers, and an awareness of their inner self.
The students are expected to learn lessons of space and proportions of the face.
Materials/Equipment Needed:
- Artifacts from a local museum or gathered from community or students.
- Art books on Frida Kahlo from the local library.
- CD/Cassette to listen to Hispanic music.
- Self-narrative from academic class.
- White drawing paper and pencil.
Lesson Procedure:
The students brought their narratives to art class to use as a guide in drawing him or
herself. A short instructional lesson was given after assessing last week’s drawings of
their faces. The students looked at a few of the self-portraits of Frida Kahlo to see how
she finished the space behind her face. I gave design hints on ways to make their
portraits more eye-catching. The remainder of the period was spent with the students
using the information from the teacher to create their own self-portrait.
Assessment:
In this lesson, I used conversation and observation of each student's drawing to monitor
success at this point.
Special Considerations:
This is the second lesson of five in the unit.
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Submitted by Suzie Carter
Cumberland County Schools
Lesson Title:
Self-Portrait Unit - Lesson #3
Grade Level:
Fourth Grade
Time Allotment:
40 minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Create work that approaches a higher level of realism.
4.01 Create extended visual narratives based on one’s own life and experiences.
5.07 Recognize that individuals are products of their own culture.
6.01 Describe how people’s experiences influence the development of specific artworks.
6.0 Understand experience varies from individual to individual and from culture to
culture.
7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect
the ideas, issues, or themes in all disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
English Language Arts: Writing three descriptive paragraphs in their classroom. 1)
Describe them physically, 2) describe the student’s character, and 3) describe their
favorite pastimes.
English Language Arts: art terms incorporated in weekly spelling list.
Computer: classroom teacher used computer class for typing their self-narrative and
practiced using “editing” mode.
Music: The students will use their self-narrative to create a “rap”. CD/ tapes played in
the classroom while drawing their self-portraits.
Social Studies: The students will view the world map during the discussion on the artist
and see each country’s proximity to each other compared to where they live.
20
Lesson Objective(s):
There is a need in my school area, with the influx of Hispanic people, for an
understanding of this culture. Students can become life long learners by widening their
understanding of another culture, become better readers, have a better understanding of
the computer, become more accomplished writers, and an awareness of their inner self.
Materials/Equipment Needed:
- An Hispanic person from the community to share their culture with the students.
- Artifacts from a local museum or gathered from community or students.
- Art books on Frida Kahlo from the local library.
- CD/Cassette to listen to Hispanic music.
- Student’s drawing journal.
Lesson Procedure:
The students and myself created two rubrics in order to gage their success around the
midpoint of our lesson and another for the success of the final product. The students in
their groups addressed the midpoint rubric. How successful were they with their selfportraits and the self-narrative. At this point the students could make changes with either.
The final rubric outlined how each student could be the most successful. The students are
now aware of what is expected to attain “Advanced Artist”. We decided that the #3 is
what each should strive for.
Assessment:
The students and myself designed Two rubrics. #1 is for the midpoint and #2 is for the
final product.
Special Considerations:
This is the third lesson of five in the unit.
21
Submitted by Suzie Carter
Cumberland County Schools
Lesson Title:
Self-Portrait Unit - Lesson #4
Grade Level:
Fourth Grade
Time Allotment:
40 minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
4.01 Create extended visual narratives based on one’s own life and experiences.
4.03 Enumerate characteristics of artist’s work that distinguish it from others.
6.01 Describe how people’s experiences influence the development of specific artworks.
6.02 Understand experience varies from individual to individual and from culture to
culture.
7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect
the ideas, issues, or themes in all disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas.
English Language Arts: Writing three descriptive paragraphs in their classroom: 1)
Describe them physically, 2) describe the student’s character, and 3) describe their
favorite pastimes.
English Language Arts: art terms incorporated in weekly spelling list.
Computer: classroom teacher used computer class for typing their self-narrative and
practiced using “editing” mode.
Music: The students will use their self-narrative to create a “rap”. CD/ tapes played in
the classroom while drawing their self-portraits.
Social Studies: The students will view the world map during the discussion on the artist
and see each country’s proximity to each other compared to where they live.
Lesson Objective(s):
There is a need in my school area, with the influx of Hispanic people, for an
understanding of this culture. The students can become life long learners by widening
their understanding of another culture, become better readers, have a better understanding
22
of the computer, become more accomplished writers, and an awareness of their inner self.
The techniques used in creating a colored pencil drawing, for example, blending colors,
hand pressure, and mark quality.
Materials/Equipment Needed:
- A Hispanic person from the community to share their culture with the students.
- Artifacts from a local museum or gathered from community or students.
- Art books on Frida Kahlo from the local library.
- CD/Cassette to listen to Hispanic music.
- Drawings from last week.
- Colored pencils and face color crayons.
Lesson Procedure:
I began the lesson with instruction on blending colors. The students used the materials to
finish their self-portrait.
Assessment:
I assessed how much time would have to given in the last lesson next week so that a few
of the students could finish and how successful the students were with colored pencil
technique.
Special Considerations:
This is the fourth lesson of five in the unit.
23
Submitted by Suzie Carter
Cumberland County Schools
Lesson Title:
Self-Portrait Unit - Lesson #5
Grade Level:
Fourth Grade
Time Allotment:
40 minute lessons
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
4.02 Create extended visual narratives based on one’s own life and experiences.
4.03 Enumerate characteristics of artist’s work that distinguish it from others.
6.01 Describe how people’s experiences influence the development of specific artworks.
6.02 Understand experience varies from individual to individual and from culture to
culture.
7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect
the ideas, issues, or themes in all disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
English Language Arts: Writing three descriptive paragraphs in their classroom. 1)
Describe them physically, 2) describe the student’s character, and 3) describe their
favorite pastimes.
English Language Arts: art terms incorporated in weekly spelling list.
Computer: classroom teacher used computer class for typing their self-narrative and
practiced using “editing” mode.
Music: The students will use their self-narrative to create a “rap”. CD/ tapes played in
the classroom while drawing their self-portraits.
Social Studies: The students will view the world map during the discussion on the artist
and see each country’s proximity to each other compared to where they live.
Lesson Objective(s):
There is a need in my school area, with the influx of Hispanic people, for an
understanding of this culture. The students can become life long learners by widening
their understanding of another culture, become better readers, have a better understanding
24
of the computer, become more accomplished writers, and an awareness of their inner self.
The main objective is for the students to have finished both visual portrait and narrative
portrait. I will display all visual portraits around the room. As I read each narrative, the
students will guess who the student is I’m talking about.
Materials/Equipment Needed
1. Rubric created for final products.
2. Art books on Frida Kahlo from the local library.
3. CD/Cassette to listen to Hispanic music.
4. Drawings from last week.
5. Colored pencil and face color crayons.
Lesson Procedure:
The students took a few minutes to finish their product. The entire class got to look at all
the visual self-portraits and I read their narratives. The students took guesses as to which
narrative matched the self-portraits.
Assessment:
I assessed how much time would have to given in the last lesson next week so that a few
of the students could finish and how successful the students were with colored pencil
technique.
Special Considerations:
This is the fifth lesson of five in the unit.
Rubrics for Unit: (see two pages below)
25
Name ______________________________
Frida Kahlo Portraiture
Evaluation
3
Successful with visual portrait and
written portrait
2
Successful with one of the portraits
1
Felt like you didn't have success with either
Circle the number which best describes your success with the unit so
far.
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Name __________________________
Frida Kahlo Portraiture Unit
Self Evaluation
Where do you fit?
4
3
2
1
Frida Kahlo
1
2
3
4
many observable symbols
excellent portraiture
3-D quality
very detailed
Advanced Artist
5 good likeness
6 good proportions
7 some symbols
Intermediate Artist
8 somewhat resembles
9 a few details
10 a few symbols
Beginner Artist
11 symbols not evident
12 correct proportions not
evident
13 likeness not evident
27
Submitted by Renee Baxter
Wake County Schools
Lesson Title:
Artist Research Poster and Red Wolf Rendering
Grade Level or Course:
Fifth Grade
Time Allotment:
3 (45 minute) lessons for the product
2 (45 minute) lessons for the artist research
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01- Use the imagination as a source for symbolic expression.
3.04- Use variations to create interest in a composition.
3.06- Recognize the validity of one’s feelings and impressions when solving visual
problems.
4.01-Compare and contrast the works of various artists’ styles and cultures.
5.01-Begin to recognize that art is the visual record of the history of mankind.
5.04- Compare art of one culture to that of another culture or time.
5.05- Recognize selected individual style characteristics of an artist.
5.06- Compare and contrast selected major artists and artwork.
6.01- Respond to questions relating to purpose and appropriateness of works including:
why do you think this artist painted this way or how do the materials the artist used
to help get across the idea of the artwork?
6.02- Critique artwork in relation to design principles: emphasis, movement, repetition,
space, balance, value and unity.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Science: Determine the function of organisms within the population of the ecosystem:
producers, consumers, and decomposers.
English: Increase reading and writing vocabulary through: wide reading, word study,
word reference materials, content area study, writing process elements, writing as a
tool, debate, discussions, seminars, examining the author’s craft.
Guidance: Demonstrate cooperation by groups.
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Lesson Objective(s):
As part of their study, students will choose an artist to research. They will research in
pairs. Students will learn the history and time period of their artist and then create a
research poster with given criteria. Students will use colored pencils to render an artists
work on their own template of the wolf. A rubric will be used to assess the students’
product of the wolf. A checklist will be used for the students research project (see
attachment).
Materials/Equipment Needed:
Colored Pencils, 12x18 white drawing paper, Sketch Paper, Pencils, Books and Prints to
aid students, Internet access, List of artists to choose from, Partner list, Criteria checklist
required for the research report, rubric for the wolf product
Lesson Procedure:
Lesson 1 (45 minutes)
A. Inform students that they will become famous artists. They will be researching
and creating their own reproduction of an artist. The students will be given a
list of artists to choose from and then they will be put into pairs. Together they
will have to pick their top three choices and then they will be assigned an artist
to research. (Appropriate books will be chosen to aid them in the report.) They
will also use resources from the library and Internet.
B. The teacher will give out copies of the criteria that need to be completed for the
artist research project. Modeling will be done for the research project. Students
may be creative with this project as long as all of the information is accounted
for. The teacher will show an example of the project. After the information
about the project is given out, the students will have access to materials that
they will need and they may get started. Monitoring will continue throughout
the class.
C. Inform the students that when they return they will be continuing the research of
their artist. The checklist must be completed.(By the teacher)
Lesson 2 (45 minutes)
A. Students will get back into their pairs. Review of the research project will take
place and then monitored research will begin. As the students work today they
will be looking for an artwork that they would like to reproduce using colored
pencils.
B. Time will be provided during this class be for research and poster production.
29
C. At the end of the class the research and poster will be completed. A
reproduction will be chose to be rendered. Lastly, the teacher will complete
rubric.
Lesson 3 (45 minutes)
A. Students will begin their product by sketching a wolf at least as big as a 9x12
Piece of paper. They may sketch the whole wolf using any angle or they may
draw a large wolf head to put their rendering into.
B. Students will have the picture of their reproduction in front of them and they
will recreate the whole print or they may use just a portion of it. The teacher
will model this process.
C. Students will clean up and they will continue with this process the time.
Lesson 4 (45 minutes)
A. The creative process will continue for at least two more class periods
Special Considerations:
This lesson will be completed after students have learned about the wolves using guiding
practices. Students should be familiar with using colored pencils, and the principles of
design. Teachers can create their own list of artists based on their study of different
artists and time periods. During the lesson I will group students together, you may create
the grouping, as you feel necessary. This lesson may take more time depending on the
abilities of students, your resources and the size of the class.
30
Submitted by Melanie Messick
Forsyth County Schools
Lesson Title:
My Monkey in the Jungle- Henri Rousseau ~ French Exotic Landscape
Grade Level:
Second Grade
Time Allotment:
Three (50 minute) lessons
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Understand the process involved in using the media.
2.02 Recognize specific media and processes.
3.05 Identify center of interest (emphasis) in a composition.
4.03 Begin to recognize that an artist's background and experiences are important in
shaping an artist's work.
6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Relates to Social Studies, reading, and writing objectives.
Lesson Objective(s):
As part of their social studies animal study/unit, students will create a painting of a
monkey in their natural habitat. Students will learn about the French Exotic Landscape
by Rousseau and receive background information on his work and style.
Students will also discuss monkeys (how they look, discuss features, size, color, etc.) as
well as describe what a jungle or rain forest looks like (location)- where one might see
monkeys.
Materials/Equipment Needed:
Day 1: 18x24 assorted construction paper, brown, black, white, gray, paint/brushes,
Henri Rousseau’s French Exotic Landscape print, visuals of monkeys and jungle
(rain forest)foliage, books, photographs, etc. The Great Kapok Tree by Lynne
Cherry or other jungle/rain forest Literature, and student examples
31
Day 2: paint, lighter color for face hands, inside of ears, green paint- different shades for
foliage (or other colors that are suitable), Rousseau’s prints and other jungle visuals.
Day 3: black markers, oil pastels, and visuals.
Lesson Procedure:
Day 1 - Lesson 1
After the introduction/background of Henri Rousseau, inform students that they will have
the opportunity to create a painting of a monkey similar to the work of Rousseau. Discuss
monkeys, how they look, features, colors, and etc. basic shape of monkey (head, neck,
shoulders, body, arms, and legs).
Guided practice:
1- Pass out paper.
2- Review painting techniques.
3- Demonstrate on the board how to begin the shape of the monkey with paint (begin
with oval head, neck, shoulders, body, arms, legs). There will only be one large monkey.
Encourage students to work large and fill the whole page.
Independent Practice:
Students will begin their paintings using only one color for the monkey on the first day.
Monitor progress. Remind students of painting techniques. Review Rousseau and his
work. Inform students that they will continue painting the jungle background and the
lighter color for the face area on the next day. Everyone will clean up.
Day 2 - Lesson 2
Review Rousseau and previous steps of the lesson. Inform students that will paint
Base color of face and add the background. Review background, middleground, and
foreground. Discuss jungle/rain forest-different kinds of plants and trees, vines, etc.
Show visuals. If time allows read the story of The Great Kapok Tree to help motivate.
Guided Practice:
1- Pass out paintings
2- Demonstrate how to pint the lighter contrasting color for the face and how to add the
painted jungle background.
Independent Practice: as students begin painting, check to see that they are working to fill
their paper with their background. Remind students of painting techniques.
Inform students that they will add details and features (eyes, nose, mouth, etc.) on the
next day. Review vocabulary.
Day 3 - Lesson 3
Inform students that they will finish their “Monkey in the Jungle” paintings.
32
The teacher will review Rousseau and show visuals of monkeys again. Discuss the details
(features) that will need to be added- eyes, nose, mouth etc. Discuss texture and how it
could be added. Discuss details I foliage etc. Show visuals.
Guided Practice:
1- Pass out paintings.
2- Demonstrate how to add eyes, nose, mouth, texture for fur, wrinkles on face etc., with
black marker.
3- Demonstrate how to use oil pastels for the details in the foliage, (veins in leaves, lines
in vines, etc.
Independent Practice: monitor students as they work to make sure they are using oil
pastels effectively.
Assessment: (group or individual)
The teacher will lead a group discussion and ask students to view the paintings and
compare to Rousseau's work. How are they similar/different? This may be oral or
written. Students could also write a story about his or her monkey and what experiences
their monkey might encounter while in the jungle or rain forest.
Special Consideration:
Although the lesson was designed for three class periods, another session may be needed
depending on the amount of previous painting experience and skill by the students.
33
Submitted by Katherine Hartman
Forsyth County Schools
Lesson Title:
North Carolina Textured Landscape
Grade Level:
Fourth grade
Time Allotment:
Three days, 45 minutes each day
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
2.03 -Increase skills with familiar materials.
2.04 - Demonstrate one's own thought and feelings visually, using sequential, visual
narrative.
3.01 - Mix tints, shades and tones.
3.02 - Differentiate horizontal, vertical, parallel, and diagonal lines.
3.03 - Compare relative positions of objects in space through color intensity and value.
4.03 - Enumerate characteristics of artist's work that distinguish it from others.
6.03 - Critique artwork through the use of design principles: emphasis, movement,
repetition, space, balance, and value.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Social Studies: study of North Carolina regions
Science: land formation
Lesson Objective(s):
As part of North Carolina study, students will create a textured landscape painting
depicting a North Carolina region. Students will produce artwork using a variety of
textures. The foreground, middle ground, and background will be represented by a
different texture. The composition must include a subject matter such as a lighthouse,
barn, etc. Students will use self-evaluation. The project will be shown to the class and
finished works will be mounted and displayed.
34
Materials/Equipment Needed:
- black, dark blue or purple 18x24 construction paper
- white tempera
- variety of colors of tempera
- flat 1/2 inch easel brushes
Lesson Procedure:
Day 1: Inform students that they will create a NC textured landscape. (Vincent Van
Gogh would be a nice example to discuss.) Request they select a region in NC
(mountain, piedmont or coastal area). Paint each of the three grounds using a different
texture, as well as, the subject using different textures. There are to be n solid areas.
Teacher demonstrates how to hold the brush and painting different brush strokes.
Textures should be painted solid and show paper space between the brush strokes.
Begin this learning activity by having the students paint with white paint showing three
different textures for three grounds plus added textures for the subject.
Day 2: Again use a flat easel brush and add color on top of the white. White will show
around colors. Follow same texture pattern.
Day 3: Add more color between spaces of texture. Students may use a different shade or
tint to give a three dimensional effect. Have students discuss what they have learned
about their region. Class members may constructively critique peers.
Assessment:
Students will self evaluate through verbal communications with the teacher. The teacher
will monitor throughout the lesson to see if students have accomplished the goals. The
teacher will praise, suggest and ask questions. Examples: 1. Describe your region, 2.
Describe the make up of the land, 3. What kind of texture shows smooth - rough - silky etc? In addition, students may write about the region of North Carolina that they painted.
Special Considerations:
This lesson should be used after students have had lessons on North Carolina studies.
Students should also be familiar with tempera paints, as well as, the process and
techniques for using them.
35
Submitted by Jacqueline Coyne
Winston-Salem/Forsyth County Schools
Lesson Title:
Tansai Sumi Painting
Grade Level or Course:
Grade One
Time Allotment:
Four class periods
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Uses logical sequence to complete an activity.
1.03 Develop fluency in use of symbols for visual expression.
1.05 Carefully observe and examine the world around them.
2.01 Become familiar with additional basic art media, techniques and processes which
may include: fibers - papermaking and paper weaving.
2.02 Use various techniques to create visual effects using texture.
3.01 Use variety of geometric and organic shapes in creating own work.
3.04 Use a variety of techniques and imagery incorporating pattern and repetition.
3.06 Create visual textures with basic drawing, sculpture and painting tools.
4.02 Create, discuss and/or write simple stories about one's own artwork.
5.01 Recognize that art from other times and cultures does not look the same.
5.02 Recognize that artwork from many cultures can be made of material that the student
has experienced (wood, stone, paint, etc.).
6.02 Begin to use one's mistakes as part of the creative process.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Science and Social Studies
Alignment with NC High School Exit Exam (check domain and write objective
number(s):
None provided
36
Lesson Objective(s):
Student will:
- learn to vary line quality in their brushwork
- become familiar with Japanese artwork
- learn to use watercolor and to control it
Materials/Equipment Needed:
"Big" watercolors, brushes, water cups, pencils, erasers, black tempera paint, manila
paper cut in various sizes (9x24, 12x18 or 18x24 inches) appropriate for student's
subjects
Lesson Procedure:
Lesson 1: Mention that students will study Japanese culture this year. Discuss Japanese
artist. Show examples of Japanese woodcuts, etc. Discuss the materials the Japanese use
to make art such as rice paper, black ink, etc. Today we will be drawing fish, birds or
animals. We will try to draw details and show texture. We will draw with pencil on
manila paper rather than rice paper. During the next class, we will make a Sumi-e
painting with black paint and, finally, we will color with watercolor - Tansai Sumi, which
means lightly colored. Choose a picture of an animal, bird or fish from the file. Usually
fish fit on 9x24, birds on 12x18, and animal on 18x24 (demonstrate drawing different
sizes). Monitor students drawing and discuss the structure of their subjects.
Lesson 2: Using the black tempera paint and small thin brushes, have students outline all
lines after discussing Sumi painting.
Lesson 3: Paint subject and the appropriate environmental background using watercolors.
Lesson 4: Have students write poems or stories about their painting. As closer, have
students read their stories or poems and discuss the paintings in relationship to their work
and Japanese culture.
Assessment:
- Monitor the students and discuss their drawings and painting techniques, check the
structure of the subject and if the student has used the entire surface.
- Students will write about their artwork or a story or poem that is about their artwork.
- Discussion of work: What have you learned? What have you enjoyed doing most?
What did you discover about Japanese artists? What did you learn about drawing
their subject? What are your subject and environment?
Special Considerations:
None provided
37
Submitted by Zoe Williams
Iredell-Statesville Schools
Lesson Title:
Powers of Observation - HANDS
Grade Level or Course:
Grade Five
Time Allotment:
45 minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Practice a variety of methods of observation from different points of view to explore
spatial relationships.
4.01 Compare and contrast the work of various artists' styles and cultures.
6.01 Respond to questions relating to purpose and appropriateness of works including:
why do you think this artist painted this way or how do the materials the artist used
help get across the idea of the artwork?
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas.
None Provided
Lesson Objective(s):
Students will be able to:
- draw their hand accurately by continually observing it in one pose
- adequately relay to others an activity using charades, using only expressive hands
- understand the reasons why artists' use different hand positions/poses in artworks and
- understand the cultural context of hands in various artists' work.
Materials/Equipment Needed:
- illustrations of artworks with expressive hands
- sharpie markers
- 12"x18" paper
- charade cards (see below)
- text, Discover Art 5, Chapter 20, Davis Publishers Inc., 1985
38
Lesson Procedure:
- Before students arrive, write on board, 1. Draw two or more hands (no tracing), 2. Ask a
friend to pose for your drawing, 3. Add background of your choice.
- Charades - go over rules, use hands only to express the actions on your card. Each table
of six students is a separate game. Pick a starting student. All six students get a chance
to go.
- Discuss: 1. Difficulty of using just hands in charades, 2. Hand poses in artworks that are
around the room and what they show.
- Read Discover Art 5, Chapter 20 together. Then have students model hand poses and
discuss what the hands are doing and why hands may look wrinkled, large, tired, etc.
- Draw - Demonstrate how to look at an outline of one's own hand and not look at the
paper too much. Show how to see the hand as one shape and then see details of lines,
wrinkles, rings, fingernails, cuts, etc. Demonstrate drawing each detail one at a time.
- Show students the instructions on the board and have students draw as instructed.
- At the end of class, discuss how students are improving as artists by looking at the
object they drew and not the paper. Use their drawings as examples.
Assessment:
- Observe students looking at their hands to draw. Remind them to not look at their paper
very much. If you cannot recognize the pose they drew, ask the student to model it for
you and have them draw it again.
- Observe students playing charades. If others cannot guess the action, make suggestions
verbally to help them.
- If students cannot guess the reasons artists posed hands in specific ways, have students
pose as the subject themselves just as the artist drew his picture. Ask students how they
feel or what they think while in the pose (such as hands over face, might be showing
anguish or grief).
39
Special Considerations:
You may make your own charade cards. I made two sets for 24 students.
Some ideas for these might be: threading a needle, drinking hot cocoa, writing a letter,
tying a knot, eating dinner, playing a recorder, brushing one's teeth, eating an apple,
folding laundry, reading a book, playing drums, or washing one's face.
The unit this lesson is in is called Powers of Observation. The previous lesson was about
drawing leaves. The emphasis is on whole shape, lines and details. I refer to this lesson
frequently, comparing hands to leaves in terms of shape and details.
The next lesson is a still life. Students assemble a magazine collage of food (after seeing
and discussing Flemish still life paintings of flowers, food and objects). Students then
draw the still life by looking at their collage.
Differentiation:
Low-achieving students - suggest simple hand poses such as spread out with only one
finger bent. Suggest they concentrate on shape and not on details (maybe add fingernails
but not lines).
High-achieving students - encourage complex hand poses and concentrate on drawing as
much detail as possible.
40
MIDDLE SCHOOL LESSON PLANS
Submitted by Margie M. Heisser
Cumberland County
Lesson Title:
The Element of Color
Grade Level or Course:
Eight Grade
Time Allotment:
Two (45-minute) lessons for color theory and comprehension
Three (45-minute) lessons for performances and evaluation
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
2.02 Apply materials such that their unique properties and potential impact the artistic
solution.
2.04 Determine an original solution through expressive media technique.
3.02 Develop original solutions that effectively apply the elements of art in an
aesthetic composition.
4.04 Invent original and personal imagery to convey ideas that are personal and
have meaning.
4.05 Develop personal imagery and style.
5.06 Explain the impact of current culture on your personal style, attitude and
techniques.
6.03 Interpret how a given work of art expresses the uniqueness of the individual
artist.
6.05 Critique artwork evaluating purpose, tone and style in an oral or written
expression.
7.01 Interpret and analyze connections, similarities and differences between the
visual arts and other disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Drama: The students can create a play or skit depicting the dramatic moods of color.
Music: The students can write lyrics or create “rap” songs to identify the
variations of color.
41
English/ language arts: The students can create short stories (fiction) about the color hues
or creative writings of poetry.
Math: To learn techniques & formulas with the mixing of paints.
Lesson Objective(s):
To expand the study on the element of color, students will create color wheels designed
with a specific geometric shape or creative form. The students will concentrate upon
creative writing skills; whereas to create an original poem with a select color hue that
defines his/ her personality or style. The students will use a rubric for self/group
evaluation. Each creative composition will be presented in class. Students will have the
opportunity to critique another student's composition. The final evaluation within the
classroom consists of video taping expressive gestures of each student and critiquing
(open session) the video.
Materials/Equipment Needed:
White drawing paper (12 x 18), pencils, 12 inch ruler, protractor/compass, tempera
paints, water containers, mixing lids, paper towels, notebook paper (writing purposes),
video/camcorder and television set, color wheel (s) poster charts and textbooks
(reference).
Lesson Procedure:
Lesson 1 (45 minutes)
Inform the students that they will reacquaint and enhance their skills with color theory
and comprehension. The knowledge and application of word usage/vocabulary will also
enable the performance of visual perception. Each student will create an original
geometric/ free-form design of a color wheel. The remainder of class time will focus
upon their drawing skills and creative abilities.
Lesson 2 (45 minutes)
A. The students will carefully observe the color wheel chart (s) and textbooks as a guide
for specific color hues of the spectrum. Note the mathematical number of colors that
consist of the spectrum.
B. Each student will use the basic Primary Colors (Yellow, Red and Blue) and mix the
paints to get the basic Secondary and Intermediate Colors. Experimentation, sampling
and application of the paint add to the mystery and beauty of exploring the color.
C. Students will paint their color wheels. Note the dimensional size of shapes to decide
the specific brushes to use.
42
Lesson 3 (45 minutes)
A. Students select a specific or favorite color (of the spectrum) that defines his/her
personality or style. Concentrate upon the color to begin to gather thoughts or expressive
ideas about the color. Make notes or important points about the color. Observe other
resources or one’s environment to capture a greater feel for the color.
B. Began to compose the creative writing in poetic form. The poem may or may not
rhyme. Each student’s composition is to consist of approximately a paragraph (5 lines), a
one-half page or a one-page composition. Again, this depends upon the students'
interpersonal expression with the color.
Lesson 4 (45 minutes)
Each student will present his/her composition in class. The student(s) will recite short
poems and become more familiar with lengthy poems to promote eye contact with the
audience. Gestures and expressive movements are strongly encouraged to enhance the
poems. Note: Students are to rehearse in/outside the classroom before the final
presentation of each composition. Video taping will be done during this lesson.
Lesson 5 (45 minutes)
A. The class will view the video.
B. In a group of two, an exchange of written poems will be shared for verbal perceptions.
Each student within the group will verbally write his/her perception and write on paper.
A rubric will be used to critique each composition within the group.
C. As a class, an open session using PAM (Praise, Ask questions, Make Suggestions)
This will encourage them to use constructive criticism.
Assessment:
Individual and group compositions: Students will self and group assess (group of two and
collective group) using a rubric designed by the students and the teacher. The rubric will
include the student’s ability to critique a composition: fairly, open-mindedly and utmost
respect for the composer of the creative writing.
Individual students: The teacher will assess each student using a rubric where guidelines
will motivate enthusiasm for their compositions and performances. Assessment Type:
Selected Responses, Written Responses, Performance, Conversations and Observations.
43
Special Considerations:
The students may consider to greater enhance their compositions with the use of
Instrumental, background music, visual pictographs, posters, banners, fabric colors, etc.
Options are based upon the student’s creativity to dramatically enhance the visual
perception of the color. This lesson may extend upon the five (5) class sessions
depending upon the class size, and performances of the painting and writing lessons.
44
Submitted by Betti Longinotti
Winston-Salem/Forsyth County Schools
Lesson Title:
Exploring Pottery of North Carolina
Grade Level or Course:
Grade Eight
Time Allotment:
Two to three weeks, 50 minute daily classes (10-15 classes total)
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.05 - Choose and apply the best ideas among those developed over time.
1.06 - Develop solutions that incorporate the use of a variety of senses.
2.02 - Apply materials such that their unique properties and potential impact the artistic
solution.
2.03 - Apply a variety of techniques and processes when working with each material.
3.02 - Develop original solutions that effectively apply the elements of art in an aesthetic
composition. 4.02 Develop the use of life surroundings and personal experiences to
express ideas and feelings visually.
4.02 - Develop the use of life surroundings and personal experiences to express ideas and
feelings visually.
4.03 - Utilize environmental imagery to create artwork with personal meaning.
5.02 - Explain the impact of a particular culture, time and place on a specific work of art.
5.03 - Compare and contrast relationships of works of art to one another in terms of
history, aesthetics, and cultural/ethnic groups. 6.01 Evaluate the effectiveness of a
work of art in meeting its intended purpose.
6.02 - Evaluate the ways in which a work of art reflects or communicates the diverse
experiences of the artist.
7.03 - Compare and contrast characteristics of visual arts within a particular historical
period or style with ideas, issues or themes in other disciplines.
7.04 - Apply various technologies in order to effect visual arts and other disciplines.
8.01 - Assess the ways art enhances all aspects of life.
8.02 - Assess the criteria to pursue visual arts as a profession.
45
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Interdisciplinary connections to NC History and Science.
Correlation to Eighth Grade Social Studies SCS:
Determine the absolute and relative location of physical and cultural features.
Describe the physical and cultural aspects of North Carolina places.
Trace changes in the movement of people, goods, and ideas at different periods
throughout North Carolina history.
Evaluate the importance of technological innovations and advances on quality of life in
North Carolina and the nation.
Correlation to Eight Grade Science SCS:
Analyze practices that affect the use, availability, and management of natural resources.
Interpret ways in which rocks, fossils, and ice cores record Earth's geologic history and
the evolution of life.
Evaluate evolutionary theories and processes.
Lesson Objective(s):
Through a cooperative learning format students will explore the pottery traditions of
North Carolina through a progression of investigation and hands on experience. The
aesthetics of North Carolina pottery, will be researched by students on the internet and by
using school, local and regional resources. Students will also research some basic
chemical compositions of clay and glazes that are and were most commonly utilized by
NC potters. Students will share through an oral presentation their research and
investigation.
As a culminating experience, students will create a functional piece of pottery, exploring
hand-building or wheel-thrown techniques with clay, with expectation relevant to the
student artist’s level and capability.
Materials/Equipment Needed:
Resources:
Access to the Internet for research and investigation (Suggested sites see :
<http://www.ncpotterycenter.com/>; < http://www.highwaterclays.com/>
Index of local, regional and statewide potters (Suggested resources:
Folk Arts Center, Asheville; John C. Campbell Folk School, Brasstown; Penland School
of Crafts; Appalachian Heritage Museum, in Blowing Rock; Seagrove pottery, Mint
Museum of Craft & Design, Charlotte; Southern Highland Guild, Asheville, Piedmont
Craftsmen, Winston-Salem)
46
Lesson Procedure:
Lesson 1 (45 minutes)
Teacher will introduce unit, Exploring North Carolina Pottery with presentation and
discussion orienting students to historical, aesthetic, and functional traditions of clay as a
medium.
Lesson 2 (45 minutes)
Students will be given individual tasks of investigation within broad categories of
research and grouped within cooperative learning teams.
Lesson 3 (45 minutes x 3)
Students will be given 3 days within library and computer lab to research their areas of
investigation.
Lesson 4 (45 minutes +)
Students will prepare an oral presentation for the class that may include additional
research for homework and /or school.
Lesson 5 (45 minutes)
Students will be introduced to hands on exploration of creating a piece of pottery.
Teacher will demonstrate techniques preferred. (i.e., coil, wheel-thrown, slab methods);
Teacher may choose to bring in a guest artist/craftsman to enhance demonstration and
experience.
Lesson 6 (3-4 x 45 minutes)
Students will be given several days to explore clay techniques preferred.
Lesson 7 (3-4 x 45 minutes)
Students will share oral presentations on North Carolina pottery.
47
Assessment: (See Specific Information in Assessment Section)
Assessment of Cooperative Learning Research : Historical Traditions of North Carolina
Pottery and Scientific considerations to clay as a natural resource
Assessment of Oral Presentation: Quality of group presentation and individual
contributions
Assessment of Product: Exploration of the making of a functional piece of pottery,
imploring the technique(s) introduced
Portfolio Assessment Criteria includes:
(a). Historical/ Cultural Research and Scientific Knowledge
(b). Oral Presentation: Individual Contributions to Group Effort
(c). Expression of Originality/ Function of Vessel Form
(d). A Consciousness of Craft Technique
(e).Overall Effect
Special Considerations:
Budget
Equipment
Availability to facilities to conduct research
48
Summative Portfolio Assessment: Exploring North Carolina Pottery
By Betti Longinotti, WSFCS
Portfolio Assessment Criteria includes:
(a). Historical/ Cultural Research and Scientific Knowledge
(b). Oral Presentation: Individual Contributions to Group Effort
(c). Expression of Originality/ Function of Vessel Form
(d). A Consciousness of Craft Technique
(e). Overall Effect
Not Yet
Basic
Proficient
Advanced
(a). Historical/
Cultural Research
and Scientific
Knowledge
Does not provide an
acceptable
contribution to the
group’s assigned
research task.
Provides moderate
acceptable
contribution to
group’s research
expectation.
Demonstrates an
ability to contribute
to an conduct
research on NC
Pottery task area.
(b). Oral
Presentation :
Individual
Contributions to
Group Effort
Did not meet the
expectations of
teacher and peer’s
with individual
contribution to the
group’s presentation.
Provides an
acceptable
contribution to the
group’s presentation.
(c).Expression of
Originality/
Function of Vessel
Form
Does not provide
adequate evidence of
understanding of
clay aesthetics or
functional objectives
of form.
Does not provide a
convincing
understanding of
clay technique or
integration of
research to form
created.
Demonstrates an
adequate ability of
working with clay as
an original
expression and
functional form.
Moderate ability in
demonstrating a
command of clay
technique through
the creation of clay
form and integration
of research to form.
Demonstrates that
their individual
contribution of
research clearly met
the expectations to
the group’s
successful
presentation.
Demonstrates an
understanding and
ability of original
expression, as well
as funcitonal form
through clay.
Ability to integrate
aspects of research
within the creation of
clay vessel, per
technique implored.
Demonstrates an
initiative of
Leadership within
group members and
individual
contribution exceeds
expectation.
Provided a clear and
obvious strength to
the success of the
group’s presentation.
Does not provide an
acceptable
understanding of
research through
exploration of clay
technique.
Provides a moderate
understanding of
research
investigation through
process of exploring
clay technique.
(d). A
Consciousness of
Craft Technique
d).Overall Effect
49
Provides an
intergrated
understanding of all
aspects of portfolio
unit in clay.
Provides an
outstanding strength
with clay form
created balancing
original aesthetics
with functional form.
Provides an
exemplary
demonstration of
understanding of
clay techniques
implored, interwoven
with elements of
research introduced.
Demonstrates an
exemplary capability
to all tasks from
research through
creation of clay
vessel.
Submitted By Catherine Van Steenburgh
Winston-Salem/Forsyth County
Lesson Title:
The Art Box
Grade Level or Course:
Sixth Grade
Time Allotment:
One (45 minute) lesson on the elements of design
One (45 minute) lesson on making of the Art Box itself
Two (45 minute) lessons on the drawing of the design on the box
Two (45 minute) lessons for coloring and finishing the box design
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 - Plan and organize for creating art.
1.02 - Explore strategies for imagining and implementing images.
1.03 - Recognize in a world of imagination there is no right or wrong, but some solutions
are better than others.
1.04 - Recognize and identify ideas that artists get from a variety of sources.
1.05 - Understand that ideas evolve over time.
1.06 - Develop perceptual awareness through the use of all senses.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Construct congruent segments, congruent angles, bisectors of line segments and bisectors
of angles.
Define and identify interior, exterior, complementary, and supplementary angles and
pairs of lines including skew lines.
Define and identify alternate interior, alternate exterior, corresponding and vertical
angles.
Identify and distinguish among similar, congruent and symmetric figures; name
corresponding parts.
Locate, give the coordinates of, and graph plane figures, which are the results of
translations or reflections in the first quadrant.
50
Investigate and determine the relationship between the diameter and circumference of a
circle and the value of pi; calculate the circumference of a circle.
Identify the relationship between areas of triangles and rectangles with the same base and
height.
Use models to develop formulas for finding areas of triangles, parallelograms and circles.
Calculate areas of triangles, parallelograms and circles.
Model the concept of volume for rectangular solids as the product of the area of the base
and the height.
Convert measures of length, area, capacity, weight and time expressed in a given unit to
other units in the same measurement system.
Estimate solutions to problems involving geometry and measurement. Determine when
estimates are sufficient for the measurement situation.
Analyze problem situations, select appropriate strategies, and use an organized approach
to solve non-routine and increasingly complex problems involving geometry and
measurement. Use technology as appropriate.
Lesson Objective(s):
¾ The student will be able to exhibit knowledge of the elements of design. (Line, form,
texture, shape, value, color, space.
¾ The student will be able to exhibit the use of measurement using a ruler.
¾ He student will exhibit the understanding of composition in reference to balance.
¾ The student will create an interesting 3D composition using learned elements and
balance as a design principle.
¾ The student will create this box using poster board, pencil, and marker.
¾ As part of their study of the elements of design, students will create an original piece
of artwork and exhibit their work in a specified location within the school building.
(The library is a good location)
¾ A separate rubric for the composition and the construction of the artwork will also be
used. Photographs of finished pieces will be placed in each student’s portfolio as a
sample of his/her work.
Materials/Equipment Needed:
Poster board, pencil, ruler, and marker
Lesson Procedure:
Lesson 1: Review the elements of design. Explain what the students will be doing and
how that relates to these elements. They will be using what they have learned
to create a 3d box out of poster board. Give students copies of the rubric that
will be used for assessment of the artwork, so that they will know what
expectations are from the start.
51
Lesson 2: Students individually construct the box itself using a ruler.
Lesson 3: Students create the design on the boxes using a pencil and their knowledge of
the elements.
Lesson 4: Students apply color to the boxes using markers.
Assessment:
Individual assessment: students self assess using a teacher designed rubric (See rubric
below). The rubric incorporates the student's ability to evaluate the work.
Teacher assessment: Photographs of all work are taken. Those that exhibit all the correct
usage and knowledge of the elements of design are displayed. Photographs of work that
do not exhibit the correct knowledge of the elements are filed for later use to show the
difference between a good composition and a poor one.
Special Considerations:
This lesson should be used at the beginning of a school year to determine how much the
student has retained in their transition from elementary school to middle school. This
lesson may be extended beyond the time stated in this lesson plan.
52
Point
Value
Criteria
.25
Visual Arts Element: Line, value, form, shape, space, texture, color
Visual Arts
1.01 Plan and organize for creating art.
1.02 Explore strategies for imagining and implementing images.
1.03 Recognize in a world of imagination there is no right or
wrong, but some solutions are better than others.
1.04 Recognize and identify ideas that artists get from a variety of
sources.
Visual Arts 1.05 Understand that ideas evolve over time.
1.06 Develop perceptual awareness through the use of all senses.
Other Disciplines Construct congruent segments, congruent angles, bisectors of line
segments and bisectors of angles.
Define and identify interior, exterior, complementary, and
supplementary angles and pairs of lines including skew lines.
Define and identify alternate interior, alternate exterior,
corresponding and vertical angles.
Identify and distinguish among similar, congruent and symmetric
figures; name corresponding parts.
Locate, give the coordinates of, and graph plane figures, which are
the results of translations or reflections in the first quadrant.
Investigate and determine the relationship between the diameter and
circumference of a circle and the value of pi; calculate the
circumference of a circle.
Identify the relationship between areas of triangles and rectangles
with the same base and height.
Use models to develop formulas for finding areas of triangles,
parallelograms and circles.
Calculate areas of triangles, parallelograms and circles.
Model the concept of volume for rectangular solids as the product
of the area of the base and the height.
Convert measures of length, area, capacity, weight and time
expressed in a given unit to other units in the same
measurement system.
Estimate solutions to problems involving geometry and
measurement. Determine when estimates are sufficient for the
measurement situation.
Analyze problem situations, select appropriate strategies, and use an
organized approach to solve non-routine and increasingly
complex problems involving geometry and measurement. Use
technology as appropriate.
.25
.25
.25
4 (.25 pts.)
Excellent
evidence of
understanding
3 (.20 pts.)
Very good
evidence of
understanding
2 (.15 pts.)
Good
evidence of
understanding
1 (.10 pts.)
Poor
evidence of
understanding
Note: If all the writing is in the 4th column, each student receives .25 points, 3rd column =.20 points, 2nd column =.15 points and 1st column = .10
points
53
Submitted by Alice Morley
Winston-Salem/Forsyth County Schools
Lesson Title:
Mixed Media Landscape Design-Based on the Lands of Asia and Africa
Grade Level or Course:
Seventh Grade
Time Allotment:
Seven, 47 minute class sessions.
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
7.01 - connections, similarities and differences between the visual arts and other
disciplines.
7.02 - Explain various ways the art elements and design principles interrelate within all
art disciplines.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Social Studies - The study of geographical regions, Asia and Africa.
Lesson Objective(s):
1. Students should readily identify the elements and principles of design and how those
characteristics are applied in creating their art.
2. Students should become familiar with visual, geographical characteristics of both Asia
and Africa.
3. Students should create both a list and sketches reflective of what they've read and seen.
4. Students should be familiar with the characteristics of watercolor as a visual arts
medium.
5. Students should complete a successful mixed media composition using watercolor,
marker, and pen reflecting library research.
6. Students should be able to orally participate, and understand the critique procedure.
Materials/Equipment Needed:
Music from either or both Asia and Africa, pencil, watercolor paints, permanent black
marker, black pen
54
Lesson Procedure:
Motivation: Background music from either or both Asia and Africa, interactive class
discussion, trip to the library to research landscapes of Asia and Africa. Student sketches
and notes, text reference.
Guided Practice: Teacher leads students in a discussion on design, its elements and
principles and how those characteristics impact all art disciplines. Further discussion
follows on the physical characteristics of land forms, and landscapes based on the
countries being studied in 7th grade Social Studies classes (Asia and Africa) The next
class is devoted to research. Students and teacher go to the library to draw and further
familiarize themselves with the lands of Asia and Africa. Students must take notes. The
teacher circulates and provides suggestions and guidance on what might create good
layout for the assignment. This research is then, followed up by further teacher directed
discussion, reflection, and review.
As the assignment progresses through the drawing phase the medium of watercolor is
introduced and illustrated by the teacher (this would be a great time for a guest
watercolorist if you know one). After students have painted their landscapes the teacher
discusses the use of pattern in art, and might show examples of Asian and African pattern
and design. This would further immerse the students in the two cultures.
Closure is a teacher directed critique, and analytic trait rubric.
Assessment:
1. Teacher prompted student critiques in both oral and written form.
2. Notes and sketches.
3. Analytic Trait Rubric.
Special Considerations:
Teacher can reference social studies text, and or visual art text.
55
Rubric
for
Mixed Media Landscape Design-Based on the Lands of Asia and Africa
Point
Value
Criteria
4
3
2
1
Consistent
Significant
Some
No
evidence of
evidence of
evidence of
evidence of
understanding understanding understanding understanding
.25
N.C. Competencies:
1. Processing Information.
2. Synthesis of visual arts
and humanities.
.25
Oral Competencies:
Class participation;
discussion, and critique
.25
Graphic Competencies:
1. Research sketches
2. Final, completed
composition including
learned info.
56
HIGH SCHOOL LESSON PLANS
Submitted by Debra Pylypiw
Onslow County
Lesson Title:
It's Ruined!
Grade Level or Course:
Art One
Time Allotment:
2 hours
Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12:
GOAL 5: The learner will understand the visual arts in relation to history and cultures.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.05 Describe universal themes that exist in art throughout history.
5.06 Recognize and discuss that cultures have different aesthetics and each individual is a
product of his or her culture.
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
_____ Communication:
__X _ Processing Information: 9, 10
_____ Problem Solving:
_____ U sing Numbers and Data:
Lesson Objective(s):
Students will learn about Ancient Roman architecture and will see slides of Roman ruins.
Students will develop an image of a Roman building.
Materials/Equipment Needed:
slides of Roman ruins
Ancient Rome, a book of transparent overlays
photocopied pictures of ruins
choice of media
57
Lesson Procedure:
Students will see examples from the book, Ancient Rome that includes actual
photographs of Roman ruins along with transparent overlays of artists' renditions of what
the buildings looked like in Roman times.
Discuss how the buildings may have looked differently. Students choose from a variety
of photocopied pictures of Roman ruins and then develop their own conception of how
that building may have looked.
Assessment:
Student successfully creates an image of a Roman building.
58
Submitted by Debra Pylypiw
Onslow County
Lesson Title:
The Princess and the Painter
Grade Level or Course:
Visual Arts I
Time Allotment:
2-4 hours
Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12:
Goal 4: The learner will choose and evaluate a range of subject matter and ideas to
communicate intended meaning in artworks.
4.01 Demonstrate the use of life surroundings and personal experiences to express ideas
and feelings visually.
Goal 5: The learner will understand the visual arts in relation to history and cultures.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.05 Describe universal themes that exist in art throughout history.
5.06 Recognize and discuss that cultures have different aesthetics and each individual is a
product of his or her culture.
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
_____Communication:
__X_ Processing Information: 9, 10
_____Problem Solving:
_____U sing Numbers and Data:
Lesson Objective(s):
Students will learn about Baroque Art and will study Diego VelazquezÆs Las Meninas
and see slides of the Royal Palace in Madrid. Students will create an illustration based on
a well-known artist's work.
Materials/Equipment Needed:
La Princesa y el Pintor, by Jane Johnson
Slide or overhead transparency of Las Meninas by Velazquez
Slides of other Baroque and Renaissance paintings of everyday life.
59
Drawing/Painting materials
Lesson Procedure:
Students will read the book La Princesa y el Pintor, by Jane Johnson. This book is a
childrens' picture book based on Velazquez's painting, Las Meninas. The book describes
the princess's day in the Royal Palace and is illustrated in the same style as Diego
Velazquez. Discuss with students that this type of painting is a glimpse of life. Look at
other paintings and discuss what may have happened before and after the image in the
painting. Students will choose a painting and paint an image of something that occurred
before or after the well-known image. Suggest using paintings from Baroque period or
Northern Renaissance. Further studies: create a painting of a glimpse of your own
everyday life.
Assessment:
Student successfully creates an image of a glimpse of life.
60
Submitted by Debra Pylypiw
Onslow County
Lesson Title:
The Great Debate
Grade Level or Course:
Visual Arts I
Time Allotment:
One class or more as needed
Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12:
GOAL 5: The learner will understand the visual arts in relation to history and cultures.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
_X_ Communication: 2,3,4,6,7,8
_X_ Processing Information: 11,13
_X_ Problem Solving: 15,16
____ Using Numbers and Data:
Lesson Objective(s):
Students will study Ancient Greece. After learning about the Parthenon and the
Acropolis, students will read information about the British Museum's ownership of the
friezes from the Parthenon. They will learn about the Greeks' efforts to have their friezes
returned to Athens. Students will be able to develop and argue an opinion about an art
controversy.
Materials/Equipment Needed:
Information about Ancient Greece, Parthenon, and British Museum
Lesson Procedure:
Students will be assigned to three teams for the debate. Some students will argue for the
British Museum and the others for the Greeks. The third group will act as judges for the
debate. The two debating groups will prepare justification for their sides of the argument.
61
The groups should prepare visual aids for the debate. The groups will write a statement
of their beliefs. They will choose two spokespersons for each group. Each group will
read their statement in turn and then argue their positions. The groups will attempt to
develop a compromise if they are deadlocked.
Assessment:
Students will successfully argue their point of view and reach a solution or compromise.
62
Submitted by Debra Pylypiw
Onslow County
Lesson Title:
The Latest Style
Grade Level or Course:
Visual Arts I
Time Allotment:
2 hours
Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12:
Goal 1: The learner will develop critical and creative thinking skills and perceptual
awareness necessary for understanding and producing art.
1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images.
Goal 4: The learner will choose and evaluate a range of subject matter and ideas to
communicate intended meaning in artworks.
4.04 Research and discuss how artists develop personal imagery and style.
4.05 Apply subjects, symbols and ideas in artworks and use the skills gained to solve
problems in daily life.
Goal 5: The learner will understand the visual arts in relation to history and cultures.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.05 Describe universal themes that exist in art throughout history.
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
____ Communication:
_X_ Processing Information: 9, 10, 12
_X_ Problem Solving: 15
____U sing Numbers and Data:
Lesson Objective(s):
Students will learn about the art of the Northern Renaissance. Students will work
cooperatively to create a collage.
Materials/Equipment Needed:
pictures, slides, etc. of Northern Renaissance art
63
index cards
magazines
paper
scissors
glue
Lesson Procedure:
Students will see examples of Northern Renaissance art in which Biblical scenes are
depicted in contemporary clothing and surroundings. Students will be given an index
card on which is written one of the following themes: Noah's Ark, Adam and Eve, David
and Goliath, Adoration of the Magi.
Students will then work in a group to create a collage addressing their theme in a 2001
setting. Groups will display and explain their work.
Assessment:
Student cooperatively and successfully creates a collage of a
Northern Renaissance theme.
64
Submitted by Debra Pylypiw
Onslow County
Lesson Title:
A Capital Contest
Grade Level or Course:
Visual Arts I
Time Allotment:
2 hours
Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12:
Goal 1: The learner will develop critical and creative thinking skills and perceptual
awareness necessary for understanding and producing art.
1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images.
Goal 4: The learner will choose and evaluate a range of subject matter and ideas to
communicate intended meaning in artworks.
4.04 Research and discuss how artists develop personal imagery and style.
4.05 Apply subjects, symbols and ideas in artworks and use the skills gained to solve
problems in daily life.
Goal 5: The learner will understand the visual arts in relation to history and cultures.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.05 Describe universal themes that exist in art throughout history.
5.06 Recognize and discuss that cultures have different aesthetics and each individual is a
product of his or her culture.
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
____Communication:
_X_ Processing Information: 9, 10, 12
_X_ Problem Solving: 15
____U sing Numbers and Data:
Lesson Objective(s):
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Students will learn about Ghiberti's Gates of Paradise and about the competition for their
design in which Brunelleschi's design was refused. Students will understand that all
artists approach a subject in their own unique way.
Materials/Equipment Needed:
slides of Ghiberti's Gates of Paradise
Ancient Rome, a book of transparent overlays
photocopied pictures of ruins
choice of media
Lesson Procedure:
Students will see examples from Ghiberti's Gates of Paradise and will compare them to
Brunelleschi's design. Students will see that the competitors all submitted a design based
on the same subject matter: The Sacrifice of Isaac. Discuss why the patrons may have
chosen Ghiberti's plan over Brunelleschi's.
Students will then plan a design for a new set of doors on the US Capitol Building. The
subject to be illustrated will be the first Thanksgiving. After completion, critique the
designs making sure to point out the differences in approaches to the subject.
Assessment:
Student successfully creates a new set of doors for the Capital Building.
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Submitted by Sally Dailey
Cumberland County Schools
Lesson Title:
Japanese Watercolors
Grade Level or Course:
Visual Arts I
Time Allotment:
Three (3) 90 minute Class periods
Targeted Goals and Objectives from the 2000 North Carolina Art Education
Standard Course of Study and Grade Level Competencies, K-12:
Goal 1: The learner will develop critical and creative thinking skills and perceptual
awareness necessary for understanding and producing art.
1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images.
1.03 Create multiple solutions in problem solving and discuss that some solutions are
better than others.
1.04 Recognize and discuss that concepts and images from a variety of sources can be
used to create original art.
1.05 Show how ideas develop and evolve over a period of time.
Goal 2: The learner will develop skills necessary for understanding and applying media,
techniques, and processes.
2.01 Explore and discuss unique properties and potential of art materials.
2.02 Demonstrate techniques and processes for working with each art material.
Goal 5: The learner will understand the visual arts in relation to history and cultures.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Social Studies: Japan, Cultural Awareness
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
_X__ Communication 1.4 & 1.7
_X__ Processing Information 2.12
____ Problem Solving
_____ Using Numbers and Data
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Lesson Objective(s):
As part of the study of other cultures, students create a Japanese style watercolor using
traditional strokes of the brush. Students use a chart of the Japanese brush strokes to
practice. Successful completion of the practice strokes will determine the readiness to
paint a final watercolor composition. Students then view works by Japanese artists such
as Hokusai. A rubric for brush technique, natural subject matter, and good arrangement
will be used. The rubric will become part of the student portfolio with a sample of the
artwork.
Materials/Equipment Needed:
Art Prints by Japanese watercolorists, or art textbook Discovering Art History, chapter on
Japanese art, specifically (Hokusai), 9” x 12” white paper, watercolor sets, #8 brush or
bamboo brush, water containers, 18” x 24” newsprint paper (brush stroke practice sheet),
Brush stroke chart, Japanese watercolor Rubric, ruler, modeling clay (to make a chop),
red stamp pad
Lesson Procedure:
Lesson One (90 minutes)
A. Inform students that they will be learning to paint in a very different manner.
Display examples of Japanese artists (such as Hokusai), or ask students to view
works in the textbook, Discovering Art History, by this artist. Discuss the simple
brush lines and use of good composition by these artists. A rubric of guidelines
for their paintings, and a Brush Stroke Chart, will be given to the students so that
they will know what is expected of them before beginning.
B. Model Japanese form of painting using correct brush position (straight up handle
and gentle pushing of brush tip). The teacher should help students with correct
procedures.
C. The teacher should encourage students to practice each stroke on the chart several
times to make it look just like the chart. Students will learn that the correct use of
the brush results in a more beautiful final work of art. Asian artists, as should be
explained by the teacher, were great at simplifying nature in their designs.
Lesson Two (90 minutes)
A. Provide students with time to complete practice brush strokes and to monitor their
progress, checking the work individually. (Praise; ask questions; Make
suggestions). Use rubric in assessing brush strokes.
B. Provide rulers and 9” x 12” white paper. Draw a 1” border around the edge of the
paper. Student who have successfully practiced the strokes can begin the final
composition using subjects from nature just like the Japanese artists, (example:
fish, flowers, plants, trees, insects and other natural objects).
C. Inform students that in the next lesson they will create a “chop” or symbolic name
design.
Lesson Three (90 minutes)
A. Model creating a “chop” with modeling clay. Each student uses a small lump of
clay, (golf ball size). The students will roll the clay on its side, tap both ends flat
and pinch one end for a handle of the stamp.
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B. Using a pencil, the student will carve a design of their initials. Encourage unique
motifs.
C. A red stamp pad is used for the chop stamp to “sign” the finished Japanese
watercolor design.
D. Have students discuss what they have learned and file rubrics with finished
watercolor designs in individual portfolios.
Assessment:
Assessment of individual work: Students will self assess and the teacher will assess work
using the rubric (See information in Assessment section). Students should be familiar
with the rubric that incorporates the guidelines for their compositions.
Special considerations:
This lesson should be completed after students have learned the elements of art and
principles of good composition. They should have drawing experience of natural objects
and experimented with watercolors prior to this lesson. Note: This lesson may take more
than 3 class periods depending on the abilities of the students and the size of the class.
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Submitted by Jeannette Stevenson
Wake County Schools
Lesson Title:
Emotion Masks
Grade Level or Course:
Grades 9-12, Visual Arts I
Time Allotment:
Ten 55 minute class periods
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organizing for creating art.
1.03 Create multiple solutions in problem solving and discuss that some solutions are
better than others.
2.01 Demonstrate techniques and processes for working with art materials.
2.05 Demonstrate the safe and responsible use of tools and materials.
3.01 Recognize, apply, and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply, and evaluate the principles of design used in a composition.
3.05 Use critical thought and analysis in the problem-solving process.
4.01 Demonstrate the use of life surroundings and personal experiences to express ideas
and feelings visually.
5.01 Know that the visual arts have a history, purpose, and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times, and places.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics,
and cultural/ethnic groups.
5.05 Describe universal themes that exist in art throughout history.
6.06 Critique artwork through the use of: proper vocabulary, art elements and design
principles, meaning, feeling, mood and ideas, oral and written expression.
6.08 Accept and offer constructive criticism.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
N/A
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Alignment with NC High School Exit Exam: (check domain and write objective number(s):
__X__ Communication: 2,3
__X__ Processing Information: 12
__X__ Problem Solving: 15
_____ Using Numbers and Data: none
Lesson Objective(s):
The students will observe and discuss how masks function in various cultures:
(African, Native American, South American, and Asian) and how they function in our
culture today. We will discuss the emotional impact of several of these masks on the
cultures they come from. We will talk about how to express specific emotions
through colors and facial expressions. The students will then create a mask that
displays or evokes an emotion.
Materials/Equipment Needed:
plaster strips, newspaper, paper towels, water, containers to hold water, 5 gallon bucket,
tempera paint, palettes, film canisters, brushes, tape, various multi media (yarn, raffia,
beads, feathers, pipe cleaners, glitter, etc.), glue gun and white glue, checklist, critique
sheet, visual examples of masks from various cultures as well as our culture,
sketchbooks, handout of facial expressions
Lesson Procedure:
Lesson One: (One - 55 minute period)
We will spend today discussing examples of masks I have from various cultures
including the modern US. We discuss the use of masks for celebrations, social controls,
protection, and rites of passage. We discuss the emotional aspects of these various uses
and the specific colors used in the masks. We also discuss how different emotions are
represented by specific colors and facial expressions. The students will work the rest of
the period on 3 different sketches for their mask project. Their sketch must show what
emotion they intend to express or evoke in the viewer. They must also show what limited
colors they will use, colors must match emotion. The also must state what multi media
they will use on their masks. Their masks must involve at least 5 elements of art and each
sketch must be organized around one of the three kinds of balance.
Lesson Two: (Two – 55 minute periods)
I demonstrate the following techniques the students will use to plaster each other’s faces.
The students will break into pairs with one person lying on the table with 2 paper towels
on their face (one covering the top of the head and nose, one covering the bottom half of
the face up to the nose so the nostrils are not covered). There should be newspaper under
the student’s head that is lying on the table. The other student needs to get a handful of
plaster strips and a cup of water. The first student needs to lie still while the other student
dips the plaster strips in the water, gets rid of the excess water by running it through their
fingers, and lay it on the student’s forehead smoothing the strip into the contours of the
face. The next strip of plaster must overlap the first and be smoothed into the contours of
the face. Keep working your way down the face overlapping and smoothing each time,
but do not cover the nostril holes. Once you get to the underside of the chin, lay the strips
perpendicular to the previous strips, over lapping and smoothing again until you get to
the hairline and ears. At this point you need to do a second layer of strips for strength.
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Just repeat the process above starting at the forehead and finishing at the hairline/ears.
Once the second layer is complete, the student covered in plaster needs to lie still and not
move their face for approximately 10 minutes (until the plaster gets hard). The other
student should clean up by pouring the plaster water in the 5- gallon bucket, the large
chunks of plaster could clog your drain, so they should wash and dry their hands and put
the rest of the strips back in the box. They need to write the student's name on a dry area
of the paper towels on their face. I move around the room feeling the masks and when
they get hard instruct the standing student to take the mask off the others face and put it
on the shelf to finish drying. The other student can go to the bathroom to wash the little
bit of plaster that may have gotten on their face. After the room is finished being cleaned
up; newspaper taken off the table and the table wiped down, the students may continue
working on their sketches of their masks. The second day, the students should reverse
positions and do the same thing to their partner. The sketchbooks are due at the end of the
period on this day. Grading is based on a checklist.
Lesson Three: (Two to three - 55 minute periods)
The students should each get their own pile of strips and water to share and begin adding
another of layer to their masks. They should also cover their nose hole at this point. The
students can also make projections out of newspaper and tape (horns, bulging eyes, etc.)
then cover these things with plaster strips. They can also fold the plaster strips and
smooth them on when wet to make things like eyebrows, lips, teardrops, etc.
Lesson Four: (Four and a half - 55 minute periods)
The students must draw out the elements of art they are using on their mask (lines,
shapes, etc,) and mix their paint colors to paint in the areas. If the student needs a large
amount of one color, have the student mix it in a film canister. When the students are
done painting their masks, they need to prepare their multi media additions. Things like
braided yarn, cut yarn, large beads, pipe cleaners, and feathers should be attached with
the hot glue. Things like small beads, glitter, and other small additions can be attached
with white glue.
Lesson Five: (Half a 55 minute period)
The students will complete a critique sheet about their artwork and turn it in.
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Assessment:
The students sketchbooks will be assess on a checklist. The students will critique their
own work by answering guided questions and grade themselves on a scale in 5 different
areas. This evaluation may be found in the assessment section.
Special Considerations:
This lesson should be completed after the teacher has gone over the 7 elements of art and
the method for mixing paint to create a variety of colors. The teacher should not feel
inclined to offer all of the above multi media. I provide most of the things listed above
and tell the students they may bring in anything else they want that I do not have.
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Submitted by Terri Hester
Winston-Salem/Forsyth County Schools
Lesson Title:
Color Scheme Design
Grade Level or Course:
Visual Arts I
Time Allotment:
Five (45 minute) lessons for the composition process
One (45 minute) lesson for evaluation
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images.
1.03 Create multiple solutions in problem solving and discuss that some solutions are
better than others.
1.07 Use the vocabulary of art in written and oral form.
2.02 Demonstrate techniques and processes for working with each art material.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of
artwork.
3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Use intuitive perception to solve problems.
3.04 Use experimentation to solve problems.
3.05 Use critical thought and analysis in the problem-solving process.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics,
and cultural/ethnic groups.
5.04 Describe the existence of art movements, periods, and styles.
5.06 Recognize and discuss that cultures have different aesthetics and each individual is a
product of his or her culture.
6.01 Describe the various purposes for creating works of visual art.
6.03 Accept other’s work and ideas as unique expression of themselves.
6.04 Explain why what is not understood is sometimes devalued.
6.05 Explain how the constructive role of failure is often a part of the creative process.
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6.06 Critique artwork through the use of: proper vocabulary, art elements and design
principles, meaning, feeling, mood and ideas, oral and written expression.
6.08 Accept and offer constructive criticism.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
Alignment with NC High School Exit Exam (check domain and write objective number(s):
_X__ Communication: 7
_X__ Processing Information: 9
_X__ Problem Solving: 16
_X__ Using Numbers and Data: 23
Lesson Objective(s):
As part of their study of color schemes, students will create an original design
composition within specified guidelines as a work of art. Students will use a checklist
and group critique for self/group evaluation.
Materials/Equipment Needed:
18 x 24 white paper, #2 pencil, eraser, ruler, compass, colored chalk, paper towels,
fixative spray and a color wheel.
Lesson Procedure:
Lesson One (45 minutes)
Review of basic geometric shapes (square, rectangle, half circle, full circle, triangles,
etc.) Demonstrate on board the basic shapes. Show examples of work by artists that used
basic shapes in their artwork. Identify those shapes in the artwork. Show examples of
student artwork, if possible.
Students will need paper, pencil, eraser, compass and ruler to begin. Students will
measure vertically and horizontally to find the center of their paper. (draw with pencil
lightly) Also, draw diagonal lines from corner to corner. This helps students to visually
line up shapes to be symmetrical. Starting at the center of their paper, choose one shape
to begin. Next, choose a different shape to repeat around the first shape leaving a small
space between the shapes. (1/4 inch or less) Continue working from the center outward
to create a symmetrical design.
Lesson Two (45 minutes)
You should review lesson one. Continue using pencil, eraser, compass and ruler to
complete drawing shapes. The paper should be filled to the edge with shapes.
Lesson Three (45 minutes)
You should review lesson two. Discuss the three color-schemes being used: Analogous,
Complimentary and Monochromatic. Display a color wheel in the room for students to
refer to. Demonstrate how to use colored chalk. Students must first
Erase previous pencil marks that were used as a guide. Students will choose which color
scheme they want to begin with. Begin in the center of the paper with the chalk then
gradually work your way out to the edge of the paper
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Lesson Four (45 minutes)
You should review lesson three. Continue with colored chalk working from center
outward to edges of paper. Students need to be careful about smearing and smudges at
this point. Fixative can be sprayed at any time.
Lesson Five (45 minutes)
You should review lesson four. Artwork should be near completion. After all chalk has
been added, work must be sprayed with fixative. The last step is to fill in the space
between shapes with a neutral color or any color of the students choosing. When finished
spray again with fixative.
Assessment:
Assessment of individual work by the artist (self -evaluation) and by the class in a group
critique. For the self- evaluation, students will have a checklist and rate their artwork on
a scale to determine if objectives have been met. For the group critique, display student
artwork together. The group will critique the work using a format for discussion.
Special Considerations:
None
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Submitted by Elizabeth M. W. Betson
Winston-Salem/Forsyth County Schools
Lesson Title:
Expressive Self Portrait – Mixed Media
Grade Level or Course:
10-12/Visual Arts II
Time Allotment:
Lesson One
One (45 minute) lesson for the group sharing/discussion
One (45 minute) lesson for the research process
Lesson Two
Five to seven (45 minute) lessons for production
Lesson Three
One (45 minute) lesson for self evaluation and critique
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.04 Acquire concepts and images from a variety of sources to create original art.
1.05 Show how ideas develop and involve over a period of time.
1.06 Develop perceptual awareness through the use of all senses.
1.07 Expand a working knowledge of the vocabulary of art.
2.01 Continue to explore unique properties and potential of materials and media.
2.03 Communicate and express ideas through a variety of materials and techniques.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of
work.
2.05 Demonstrate the safe and responsible use of tools and materials.
3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.04 Demonstrate the value of experimentation in the problem-solving process.
3.05 Demonstrate the value of critical thought and analysis in the problem-solving
process.
4.01 Use life surroundings and personal experiences to visually express ideas and
feelings.
4.03 Invent original and personal imagery to convey meaning and not relying on copying,
tracing, patterns or duplicated materials.
4.04 Research and demonstrate how artists develop a personal imagery and style.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics
and cultural/ethnic groups.
5.06 Recognize that cultures have different aesthetics and each individual is a product of
his or her culture.
6.01 Understand there are various purposes for creating works of visual art.
6.02 Describe how people’s experience influences the developments of specific artworks.
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6.03 Accept other’s work and ideas as unique expression of themselves.
6.06 Critique artwork through the use of: proper vocabulary, art elements and design
principles, meaning, feeling, mood and ideas, oral and written expression.
6.07 Understand there are varied responses to specific artworks.
6.08 Accept and offer constructive criticism.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
7.02 Describe ways the art elements and design principles interrelate within all arts
discipline.
8.03 Discover that art provides an opportunity for lifelong learning.
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
Literature – art movements
History – cultural, social, religious, historical factors that affect human experience
Character Education – appreciation and respect of differences among people
Alignment with NC High School Exit Exam (check domain and write objective number(s):
__X___ Communication
1.3 Learner will evaluate ideas and information to make informed decisions.
1.4 Learner will listen carefully and thoughtfully to understand, evaluate and synthesize
information.
___X__ Processing Information
2.11 Learner will synthesize information from several sources to apply that information
to a new situation.
___X__ Problem Solving
3.15 Learner will plan logical steps and organize resources to accomplish a task within a
given time frame.
_____ Using Numbers and Data
none
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Lesson Objective(s):
Students will research various artists including but not exclusive to Albrect Durer,
Vincent Van Gogh, Pablo Picasso, Frida Kahlo, Romare Bearden, Chuck Close and
observe how artists developed personal imagery in a self-portrait to visually convey
ideas, thoughts and feelings. Students will uses their perceptual senses to relate and
understand what the artists were communicating through their artwork. Students will
complete this through research and class discussions and/or critiques. Students will use
their prior knowledge and continued use of art materials and media to create a selfportrait. Students will base their self-portrait based on life surroundings and personal
experiences to visually express ideas and feelings. The work of art will be completed
through the exploration of unique properties and potential of materials. Students will
focus on their personal experiences and the creative use of the art elements and principles
of design. Students will complete a self-evaluation of their art work using a rubric based
on the plan and organization of the art elements and principles of design to create a work
of art to visually express ideas and feelings. The class will discuss their artwork in a
critique setting where there will be an open discussion of ideas, thoughts and feelings.
Materials/Equipment Needed:
Students may select different materials and media to create their work of art. They are
encouraged to explore the unique properties of materials. Students have prior knowledge
of working with different materials of prior assignments.
Suggested Materials:
paper, canvas, heavyweight board, pastels, acrylic paints, fibers
Lesson Procedure:
Lesson One (one to two 45 minute periods)
A. Share artists and their works of art focusing on the artist’s depiction of themselves in
self-portraits with the class. Encourage students to discuss and share ideas in an open
discussion about the artwork based on the four steps of art criticism: description,
analysis, interpretation and evaluation. Have students compare relationships of works
of art to one another in terms of history, aesthetics and cultural/ethnic groups.
Encourage students to compare and contrast the works of art to their own artwork and
work of today.
B. Have students research an artist and how the artist develops a personal style to convey
thoughts, moods and feelings.
C. Recognize that cultures have different aesthetics and each individual is a product of
his/her culture.
Lesson Two (five to seven 45 minute periods)
A. Students will plan and organize for creating a work of art.
B. Students will prepare a list of adjectives describing their positive and negative
traits/characteristics. Students will work with a partner and prepare a list of positive
traits/characteristics of their partner.
C. Students will generate ideas how they can express their characteristics, thoughts,
moods and/or feelings about themselves in a self-portrait. Students are encouraged to
place an emphasis on the use of art elements and principles of design to convey the
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meaning they wish to express. Students will continue to explore the unique properties
and potential of materials and media to create a mixed media project. (Teacher will
show student examples from art students.)
D. Students will complete a preliminary sketch of themselves and work with different
types of lines, colors etc. to create an interesting and aesthetically pleasing
composition. (Teacher should guide and aid students as they plan and organize their
ideas. Allow students to use critical thinking skills to solve problems.)
E. Students will begin work individually on their self-portrait using mixed media to
create an expressive work or art.
Lesson Three
A. Students will complete a self-evaluation based on the four steps of art criticism using a
rubric.(Students will critique their artwork through the use of: proper vocabulary, art
elements and design principles, meaning, mood and ideas, written expression.)
expression
B. Students will hang their artwork on the board for a class discussion and critique.
(Students will critique artwork through the use of: proper vocabulary, art elements
and design principles, meaning, mood and ideas, oral expression.) Through the class
discussion and critique students will accept other’s works and ideas as unique
expressions of themselves.
Assessment:
Assessment of individual work: Students will self assess using a rubric designed by the
students and teacher.
Assessment of individuals: The teacher will assess each student using a rubric that
students are familiar with, which incorporates the guidelines for their artwork (See
Assessment Section for Information).
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Special Considerations:
Students need a good understanding of the art elements and principles of design to create
a good composition and aesthetically pleasing work of art. This lesson should be
completed after students have learned different types of media and materials. They
should know the basics of drawing portraits and understand proportions of the face.
Students should also demonstrate the safe and responsible use of tools and media.
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Submitted by Michael Spangler
Winston-Salem/Forsyth County Schools
Lesson Title:
Introduction To Composition And Elements Of Design
Grade Level or Course:
Visual Arts I
Time Allotment:
Five class periods
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of
artwork
3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition
Targeted Goals and Objectives from the North Carolina Standard Course of Study
and Grade Level Competencies, K-12 for other content areas:
None provided
Alignment with NC High School Exit Exam (check domain and write objective
number(s):
__X__ Communication: 1, 3, 4
__X__ Processing Information: 9
__X__ Problem Solving: 15
_____ Using Numbers and Data
Lesson Objective(s
The student will create a finished drawing with a dynamic, asymmetrical composition.
Students will gain working knowledge of elements of design by conscience manipulation
of lines, textures, values, shapes, forms and space according to specified instructions.
Students will gain insight to how a work of art may be investigated and evaluated by
observing how each element is used in the work. The students will follow five specific
instructions in creating an original work and then assess their own work and that of their
peers by assigning a numeric value to each of the instruction goals.
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Materials/Equipment Needed:
Paper, pencils, erasers, newsprint, white drawing paper, still life materials and/or visual
reference photos from magazines. A poster or example of a work with a symmetrical,
static composition and one with a diagonal thrust or previous student examples. A
viewfinder.
Lesson Procedure:
Day One
After a pre-instruction drawing critique where concepts such as the elements of design,
composition, contrast, contour lines and oblique angles have been discussed, show
examples. Ask students which works seems to have a sense of movement and is most
interesting to look at. Ask students to look through the viewfinder at a still life or other
scene and ask how many of the edges of objects are parallel to the sides of the viewfinder.
Have students arrange themselves or the viewfinder so that most objects or edges are at an
angle to the sides of the viewfinder.
Assign drawing to be based on and assessed on five specified goals. Each goal will have a
value of two points for a total of ten. The grade assigned to each drawing will follow as
10=A+, 9=A, 8=B+, 7=B, 6=C+, 5=C, 4=D+, 3=D, and 2=F.
The goals for the drawing will be:
1. Asymmetrical composition
2. Have a variety of lines and textures
3. Majority of contour lines will be at oblique angles to the edge of the paper
4. Contain a variety of shapes-(both positive and negative) with one shape or form being
dominate
5. Drawing will have between 5-10 values. From as dark as your pencil will go to as light.
Students can then get newsprint and pencils to position themselves at the proper angle to
the still life for a preliminary sketch or collect visual references for the same.
Days Two through Four
Once their basic composition has been approved students may transfer to white drawing
paper and begin a more detailed finished drawing.
Day Five
Students put final touches on work and arrange for critique. Each student attempts to
determine his or her own score on this assignment.
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Assessment:
Students work on an original composition in pencil to meet all of the above criteria.
Each student is expected to have a completed drawing that includes lines, textures, values
from light to dark, a variety of shapes and oblique angles
Works are hung on the wall and discussed among the class to determine which of the
works are most successful in attaining all the requirements of the assignment. Each
student will assess his or her work according to the performance rubric the teacher will
provide.
Rubric will be a simple point value of 2 for each of the drawing goals for a total of 10
Special Considerations:
Students must have previous experience with vocabulary such as outline, contour lines,
elements of design, oblique angles, contrast, balance, symmetrical and asymmetrical
composition.
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Introduction to Composition and Elements of Design
Rubric
1 point
.5 point
0 points
Line &
texture
Variety of line styles.
Dark to light and thick
to thin. Appropriate use
of line to denote
textures. Care taken in
the rendering of hair,
wood, fur, tree bark, etc.
2 points
Variety of line weight thick to thin. Some
contour lines may be
inappropriately thick.
Textures indicated but
not completely
rendered.
Some variety of line and
line weight. Contour lines
heavier and thicker than
necessary. Little change in
types of lines used to show
textures.
No real variety of lines in
thickness or values.
Little care in depiction of
various textures.
Simple contour drawing
with no line value. No
attempt to render any
texture or surface
covering.
Composition
Composition is
completely
asymmetrical if an
imaginary line is drawn
down the center. All
forms, shapes and
spaces are different on
each side.
Mostly asymmetrical.
A shape or form may be
the same or similar on
each side of the center
line.
Asymmetrical - but with
similarities on each side
such as a centered figure
with similar objects on
either side.
Centered main subject
some variance in
background but negative
spaces equal on each
side. Example: landscape
with tree in middle and
flat horizon.
Centered symmetrical
subject. No attempt to
alter background on
either side.
Oblique
angles
All contour lines of all
shapes, forms and even
cast shadows are at an
angle to the edge of the
paper. Even where
subject has vertical and
horizontal lines - point
of view creates oblique
angles.
Edges of objects are
mostly at oblique
angles, however, some
of the objects such as
window frames, picture
or door molding is
parallel to the sides of
the paper.
Main subject has oblique
contour lines but many
other objects in the
composition do not. Still
there is an overall diagonal
thrust to the composition.
Main subject or dominate
object contains contour
lines that are parallel to
the sides of the page.
There are oblique angles
in the picture but overall
the composition appears
symmetrical.
No attempt at making
contour lines of shapes
that are at an angle to
the sides of the paper.
Example: centered
single figure with
shoulders and arms
made of straight lines
what run parallel with
picture's edges.
Shapes/forms
& space
All shapes and forms
differ in size and style.
Many shapes and forms
overlap and create a
sense of space. All
shapes, both positive
and negative, are
different.
All shapes are different
sizes and styles,
however, one or two
negative space shapes
are alike. Only one or
two shapes. Forms are
overlapping.
Composition contains
several shapes both
positive and negative that
are similar. There are no
overlapping shapes or
forms but shading and
scale indicate a sense of
space.
Shapes on both sides of
composition are the same
creating mostly
symmetrical composition.
Little attempt at variety
of shape or form.
No attempt to change
size or style of shapes or
form through placement
or shading. Example:
landscape with no
incidental features such
as a sunset over the
ocean.
Value &
contrast
Drawing utilizes 7-10
different value with a
great degree of contrast
between lightest and
darkest shades. Good
use of shading in forms
and textures.
Drawing has distinct
values. Good use of
shading on forms and,
shadows and textures.
Drawing has 4-5 different
shades. Some care used in
shading forms, however,
cast shadows are arbitrarily
depicted.
Drawing has 3-4 different
shades. No real attempt
at correct shading of
forms or cast shadows.
Drawing shows no
attempt at using value or
shading. Drawing
depends on simple
contour line alone to
depict objects.
Total of each
column
Total
Grade
10-9 = A
1.5 points
8-7=B
6-5=C
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4-3=D
2-0=F
Submitted by Sarah Price
New Hanover County
Lesson Title:
Technology as a Design Tool for self-portraits
Grade Level or Course:
Grades 11 or 12, Visual Arts IV
Time Allotment:
Three weeks (block schedule)
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Develop multiple solutions, discuss their quality, and apply to creative problem
solving.
1.04 Evaluate and refine concepts and images from a variety of sources to create original
art.
1.05 Show and evaluate how ideas develop and evolve over a period of time.
1.06 Continue to develop perceptual awareness through sensory stimuli.
2.01 Focus exploration on the unique properties and potential of materials and media.
2.02 Refine techniques and processes for working with each material.
2.03 Communicate and express ideas through a variety of materials and techniques.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of
artwork.
3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Assess the value of intuitive perceptions in the problem-solving process.
3.04 Assess the value of experimentation in the problem-solving process.
3.05 Assess the value of critical thought and analysis in the problem-solving process.
4.04 Explore, compare and assess how artists develop personal imagery and style.
5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and
styles.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
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7.04 Compare and synthesize characteristics of visual arts within a particular historical
period or style with ideas, issues or themes in other disciplines.
Targeted Goals and Objectives from the 2000 North Carolina Standard Course of
Study and Grade Level Competencies, K-12 for other content areas:
Not provided
Alignment with NC High School Exit Exam: Domain and Objective Number:
__x_ Communication: 4.02, 4.03,7.05
__x_ Processing Information: 5.03, 1.01
__x_ Problem Solving: 1.01, 3.02- 3.05,
__x_ Using Numbers and Data: 2.02
Lesson Objective(s): Students will create their self-portrait on black paper. The grid
technique will be used to get the proportions accurate. The image of them will come from
use of the digital camera. Students will be aware of how technology can be used as a
design tool and enhance their work. Students will work cooperatively. Students will gain
experience using the digital camera and Adobe Photoshop software on the computer.
Students will have experiences creating an interesting composition with the digital
camera. Students will reinforce knowledge of grid technique. (Optional) Students will be
aware of reverse drawing. By using white pencil on black paper as opposed to the
traditional black pencil on white paper. Student will demonstrate creativity and
craftsmanship.
Materials/ Equipment Needed:
Digital cameras, 31/2 floppy disks, Adobe Photoshop Program on computer, color
printer, transparency grids, black construction paper, white color pencils and or color
pencils
Lesson Procedure:
1.After demonstration of the digital camera, students will pair up with each other and
share a disk of each other’s pictures.
2. Students will come up with creative compositions when taking a picture of each other.
The setting could be a dark room with a studio light or candle. Perhaps taking a picture
of the reflection from the back of the person.
3. Students will then enlarge the picture by using the grid technique: (a transparency
with 1”x1” boxes made with a thin permanent marker.)
4. Students will lightly sketch contour lines of face.
5. Students will then color highlighted areas with the white color pencil.
6. Students may add creative images afterwards.
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7. Students will keep a written journal for self-reflection during this process of feelings
and discoveries they may have about themselves.
Assessment:
Did students understand how to use the digital camera? Were they able to pull the
pictures up on the Adobe Photoshop? Was the grid technique successful? Did they use
the white pencil and or color pencil for the highlighted areas effectively?
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Submitted by Sarah Price
New Hanover County
Lesson Title:
Technology as a Design Tool for Abstract Artwork
Grade Level or Course:
Grades 11 and 12, Visual Arts IV
Time Allotment:
Three weeks (block schedule)
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Develop multiple solutions, discuss their quality, and apply to creative problem
solving.
1.04 Evaluate and refine concepts and images from a variety of sources to create original
art.
1.05 Show and evaluate how ideas develop and evolve over a period of time.
1.06 Continue to develop perceptual awareness through sensory stimuli.
2.01 Focus exploration on the unique properties and potential of materials and media.
2.02 Refine techniques and processes for working with each material.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of
artwork.
3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Assess the value of intuitive perceptions in the problem-solving process.
3.04 Assess the value of experimentation in the problem-solving process.
3.05 Assess the value of critical thought and analysis in the problem-solving process.
4.04 Explore, compare and assess how artists develop personal imagery and style.
5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and
styles.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
7.04 Compare and synthesize characteristics of visual arts within a particular historical
period or style with ideas, issues or themes in other disciplines.
89
Targeted Goals and Objectives from the 2000 North Carolina Standard Course of
Study and Grade Level Competencies, K-12 for other content areas:
None provided
Alignment with NC High School Exit Exam: Domain and Objective Number:
__x_ Communication: 4.02, 4.03,7.05
__x_ Processing Information: 5.03, 1.01
__x_ Problem Solving: 1.01, 3.02- 3.05,
____ Using Numbers and Data:
Lesson Objective(s):
Students will create an abstract design for an original piece of artwork. This may be done
as an open-ended process in various mediums such as acrylic paint, oil pastel, pencil, etc.
Students will use the digital camera of areas around the school such as stairwells, or areas
where pipes are protruding. Students will then manipulate the image (using the Adobe
Photshop Program) changing it in some way to implement their own creativity.
Students will gain experience-using technology. Students will be aware of how
technology can be used as a design tool and enhance their work. Students will gain
experience using the digital camera and Adobe Photoshop software on the computer.
Students will have experiences creating an interesting composition with the digital
camera. Students will demonstrate drawing skills. Students will reinforce knowledge of
color schemes. Students will apply knowledge of tints and shades. Students will apply
knowledge of mixing primary, secondary and intermediate colors. Students will be aware
of abstract art of the 20th century.
Materials /Equipment Needed:
art history books on 20th century art, Computer, Digital cameras, 31/2 floppy disks,
Adobe Photoshop, color printer (If painting: Acrylic paint, paintbrushes, pallets, water
jars, newspaper, canvas)
Lesson Procedure:
Teacher will show student and teacher examples.
Teacher will discuss the principles of design and art elements in relationship to the
composition.
Teacher will discuss 20th century abstract art
Teacher will demonstrate how to use digital camera and Adobe Photoshop Program on
computer.
1. Students will take pictures of various areas of the school where wires and pipes are
evident
2. Students will select an image that appeals to them.
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3. Students will then manipulate the image on the computer using Adobe Photoshop
software.
4. Students will print out picture to serve as guide
(If painting design:)
• Students will then draw on canvas a light sketch.
• Students will carefully mix and paint canvas.
• Students will build on 1st layer by applying more paint.
• Students will use appropriate brushes for details.
Assessment:
Did students manipulate the image using the Adobe Photoshop program?
Is color scheme evident? Is creativity evident? Are the art elements and Principles of
Design evident in composition?
(If painting: Did students execute paint well? Is paint evident of being mixed? Was
various brushes used in painting? )
Special Considerations:
None
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INTRODUCTION TO ASSESSMENT
IN ARTS EDUCATION CLASSROOMS
Assessment is an integral part of instruction. A combination of teacher, peer, and selfassessment should be employed in the arts education classroom. The method of
assessment used will depend on the purpose of the assessment.
The following are some types of assessments that may be used in the arts education
classroom:
Selected response
In selected response assessments, students must choose the most appropriate response for
the matter being assessed. Examples of selected responses include multiple-choice,
matching, and true-false items.
Written response
The use of written responses can be informal or formal and may take many forms.
Examples of written responses that may be used for assessment include student drawings,
compositions, etc; open-ended questions; journals and learning logs; short answer items;
discussion questions; essays; research papers; and reports or reviews.
Performance
Performance assessment is often used in arts education. Examples of performance
assessments include performance tasks, oral presentations, and projects or products.
Conversations
Conversations may provide the teacher with insight into student learning and
understanding. Examples of conversations that may be used for assessment include
interviews; informal discussions; oral questions posed to the whole class or to
individuals; Socratic seminars; and student conferences.
Observations
The arts educator is a master at using observation to diagnose, monitor and summarize
student learning. Because the arts involve “doing,” it is typical for students studying the
arts to receive constant feedback and make refinements and adjustments according to
observations and feedback provided from peers, teachers and themselves. Observations
may be of formal, prompted behaviors or informal, unprompted behaviors. Methods of
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documenting observations for assessment include checklists, anecdotal records, matrices,
and other written documentation.
Portfolios
Portfolios may contain many different types of documentation for what students know
and are able to do. Items in a portfolio may be teacher-selected, student-selected, or a
combination of these.
Teachers are encouraged to have their students create and maintain portfolios, which may
contain a combination of written, audio, or visual examples of their work. Students may
monitor their personal progress through the creation and ongoing use of a portfolio.
Additionally, portfolios may be used across several grade levels or courses to show
student progress and growth.
Appropriate assessment must be authentic and linked to learning targets that are
identified in the North Carolina Standard Course of Study. The assessment process is
ongoing, as part of the teaching and learning cycle, and should be used to diagnose,
monitor, and summarize student learning.
For more information on classroom assessment, please see: Classroom Assessment:
Linking Instruction and Assessment, available through NCDPI Publications
(www.ncpublicschools.org).
Assessment Items in the Teacher Handbook
The assessment items contained in the Teacher Handbook were developed for teachers by
teachers. You may access assessment items by grade span and by individual items within
each span. This database of assessment items may be added to as further items are
developed. Those interested in contributing assessment items to the Teacher Handbook
should contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855
or tcougle@dpi.state.nc.us.
The assessment items developed are organized in the following format: Title; Grade
Level or Course; Targeted Goals and Objectives from the 2000 North Carolina Arts
Education Standard Course of Study and Grade Level Competencies, K-12; Link with
Other Subject Areas; Type of Assessment; Type of Item; Alignment with the NC High
School Exit Exam; Assessment Item; Scoring Information; Teacher Notes, and Other
Related Items. Some assessment items are linked to particular lesson plans. These items
are noted in the table of contents and within the items themselves.
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The assessment items are not designed to be used as a step-by-step “cookie cutter”
approach to assessing objectives from the SCS, but rather as a starting point to help
teachers see how particular goals and objectives from the SCS may be assessed in the
classroom. Perhaps a teacher reading through one of the items may use the assessment as
a place to begin with when designing his/her own assessments for students. Assessment
Items should be modified to meet the individual learning needs of students within the
classroom.
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ELEMENTARY ASSESSMENT ITEMS
Submitted by Renee Baxter
Wake County Schools
Assessment Title:
Artist Research Poster and Red Wolf Rendering Assessment
Grade Level or Course:
Fifth Grade Visual Arts
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01- Use the imagination as a source for symbolic expression.
3.04- Use variations to create interest in a composition.
3.06- Recognize the validity of one’s feelings and impressions when solving visual
problems.
4.01-Compare and contrast the works of various artists’ styles and cultures.
5.01-Begin to recognize that art is the visual record of the history of mankind.
5.04-Compare art of one culture to that of another culture or time.
5.05- Recognize selected individual style characteristics of an artist.
5.06- Compare and contrast selected major artists and artwork.
6.01- Respond to questions relating to purpose and appropriateness of works including:
why do you think this artist painted this way or how do the materials the artist used
to help get across the idea of the artwork?
6.02- Critique artwork in relation to design principles: emphasis, movement, repetition,
space, balance, value and unity.
95
Link with other subjects:
Science 1.02-Determine the
function of organisms
within the population of the
ecosystem: producers,
consumers, and
decomposers.
English 1.03- Increase
reading and writing
vocabulary through : wide
reading, word study, word
reference materials, content
area study, writing process
elements, writing as a tool,
debate, discussions,
seminars, examining the
author’s craft
Guidance 7.07Demonstrate cooperative
behavior in-groups.
Type of Assessment:
______ Diagnostic
______ Monitoring
__x___ Summative
(You may check more than one)
Type of Item:
_____ Selected Response
_____ Written Response
__x__ Performance
_____ Conversation
_____ Observation
Assessment Item:
A. Work together in pairs to create a research poster based on a artist
B. Look at rubric for the product rendering of the artist reproduction.
C. Look at the checklist for the research poster.
Scoring Information:
A. Rubric for the product rendering of the artist reproduction (see attachment) Teacher
will evaluate this rubric.
♦ Checklist for the research poster (teacher graded).
♦ The teacher will assign two different grades for the two projects.
Note: students should be familiar with the rubric and have a copy of the checklist from
the beginning of the project.
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Teacher notes:
Students should be familiar with the Red Wolves of North Carolina and use guiding
practices to aid them. Students should be familiar with most of the artists provided on the
list of artists to choose from. Students should be familiar with the use of colored pencils.
Another option is to add to the checklist or to have students’ work to create the rubric.
Teachers should create their own list of artists that would be appropriate for your class.
Other related items:
A. As students are working in their cooperative pairs this would be a good time to use
the PAM process for constructive criticism (Praise, Ask Questions, Make
Suggestions)
B. Students could critique their posters and product together in groups.
ARTIST RESEARCH PAPER CHECKLIST
Your poster needs to have the following items included in it!
A. Your name.
B. The name of the artist, birth and death date, and time period they worked
in.
C. What kind of artist were they?
D. What were some of their famous paintings?
E. Lastly, write a short paragraph and attach it to your poster about the
artist.
BE CREATIVE, ADD ANY IMPORTANT DETAILS OR PICTURES!
97
RUBRIC FOR PRODUCT
Name____________________________
Teacher__________________________
Date_____________________________
Following Directions
1-Student followed directions without teacher help
2-Student followed directions with minimal teacher help
3-Student needed help with directions
Rendering of Artist
1-Student rendered a print with advanced skills
2-Student rendered a print with proficient skills
3-Student rendered a print with basic skills
Time Management
1-Student used extremely proficient time management
2-Student used time management
3.Student did not use time management
Sketch
1-Student completed a advanced template of a wolf
2-Student completed a proficient template of a wolf
3-Student completed a basic template of a wolf
Total Score_____________
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Submitted by Melanie Messick
Winston-Salem/Forsyth County Schools
Assessment Title:
My Monkey in the Jungle- Henri Rousseau- French Exotic Landscape
Grade Level or Course:
Second Grade Art
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Understand the process involved in using the media.
2.02 Recognize specific media and processes
3.05 Identify center of interest (emphasis) in a composition.
4.03 Begin to recognize that an artist's background and experiences are important in
shaping an artist's work.
6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.
Link with other subjects:
Social Studies, Reading,
Writing
Type of Assessment:
Diagnostic
X Monitoring
X Summative
(You may check more than one)
Type of Item:
_____ Selected Response
_____ Written Response
___X_ Performance
___X_ Conversation
___X_ Observation
Assessment Item:
The teacher will lead a group discussion to evaluate the students’ understanding of the
lesson.
For example: The teacher could ask students to compare student works to works by
Rousseau. How are they similar/different? What colors were used and why?
What kinds of monkeys were created? Tell me about the monkey’s surroundings.
What did they like most about the project? What would they change?
Student self-evaluation could also be written.
99
Scoring Information:
Student progress and understanding could be evaluated by teacher observation and
monitoring as students are working. Individual conversations could also provide
feedback and reinforcement of the goals of the lesson.
The final product or painting could also be used to determine if the goals and objectives
of the lessons were demonstrated effectively.
Other related items:
A writing exercise or activity could be incorporated as a follow-up activity.
For example, students could write a story about his or her monkey and describe the
experiences it might encounter while in the jungle.
Students could also reflect about their work through journal writing
100
Submitted by Katherine S. Hartman
Winston-Salem/Forsyth County Schools
Assessment Title:
North Carolina Textured Landscape
Grade Level or Course:
Fourth Grade
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
2.03 -Increase skills with familiar materials.
2.04 - Demonstrate one's own thought and feelings visually, using sequential, visual
narrative.
3.01 - Mix tints, shades and tones.
3.02 - Differentiate horizontal, vertical, parallel, and diagonal lines.
3.03 - Compare relative positions of objects in space through color intensity and value.
4.03 - Enumerate characteristics of artist's work that distinguish it from others.
6.03 - Critique artwork through the use of design principles: emphasis, movement,
repetition, space, balance, and value.
Link with other subjects:
Social Studies - NC
Science - land formations
Type of Assessment:
__ Diagnostic
X Monitoring
X Summative
(You may check more than one)
Type of Item:
____ Selected Response
____ Written Response
__X_ Performance
__X_ Conversation
__X_ Observation
Assessment Item:
A. The teacher will monitor throughout the lesson to see if each student has
accomplished the goals. The teacher will praise, suggest and ask questions
B. The students will self evaluate through verbal communication with the teacher.
C. The students will write to describe the North Carolina region in their painting.
D. The student will reflect in a personal journal.
101
Scoring Information:
The students should:
A. Know the difference in land forms for NC
B. Be able to create three different textures - one for each ground and for the subject
C. Learn different brush strokes
D. Be able to use tints and shades of color
E. Be able to use all the space effectively
Teacher notes:
Students:
A. Should have an understanding of painting technique
B. Will nee to have completed a unit on North Carolina regions
C. Should be familiar with composition and the use of all space when creating art
D. Check sheet for monitoring and summative evaluation:
¾ used three different textures for ground
¾ all space was used
¾ tints and shades were used within each area
¾ subject matter is interesting
¾ used a variety of textures
¾ worked neatly with paint
Other related items:
A. Look at Starry Night by Vincent Van Gogh. Discuss the style and direction of
textures. How does Van Gogh show movement? How can textures show movement?
B. Show other fine art landscapes and use different styles of painting.
C. After completing this assignment, students may expand it by writing about their
composition and describe the location.
D. Student may reflect in a journal.
E. You may also divide students into groups by region and discuss the land formation.
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Submitted by Jacqueline Coyne
Winston-Salem/Forsyth County Schools
Assessment Title:
Tansai Sumi Painting
Grade Level or Course:
Grade One
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Uses logical sequence to complete an activity.
1.03 Develop fluency in use of symbols for visual expression.
1.05 Carefully observe and examine the world around them.
2.01 Become familiar with additional basic art media, techniques and processes which
may include: fibers - papermaking and paper weaving.
2.03 Use various techniques to create visual effects using texture.
3.01 Use variety of geometric and organic shapes in creating own work.
3.04 Use a variety of techniques and imagery incorporating pattern and repetition.
3.06 Create visual textures with basic drawing, sculpture and painting tools.
4.02 Create, discuss and/or write simple stories about one's own artwork.
5.01 Recognize that art from other times and cultures does not look the same.
5.02 Recognize that artwork from many cultures can be made of material that the student
has experienced (wood, stone, paint, etc.).
6.02 Begin to use one's mistakes as part of the creative process.
Link with other subjects:
Science
Social Studies
Type of Assessment:
_____ Diagnostic
__x__ Monitoring
__x__ Summative
(You may check more than one)
103
Type of Item:
_____ Selected Response
__x__ Written Response
_____ Performance
__x__ Conversation
__x__ Observation
Assessment Item:
- Monitor the students and discuss their drawings and painting techniques, check the
structure of the subject and if the student has used the entire surface.
- Students will write about their artwork or a story or poem that is about their artwork.
- Discussion of work: What have you learned? What have you enjoyed doing most?
What did you discover about Japanese artists? What did you learn about drawing
their subject? What are your subject and environment?
Scoring Information:
- Composition should fill entire space
- Students should be able to control paint, to create lines of different widths, and to
outline accurately
- Students should have control of watercolor and have kept their colors clean and not
muddy
- Students should be familiar with the terms, Sumi-e and Tansai Sumi
- Student's written work should relate directly to their artwork either explaining or
enhancing the meaning or understanding of their completed artwork.
Teacher Notes:
Use evaluation criteria when monitoring students' work as you monitor each lesson. You
may need to re-teach different aspects of a lesson on an individual basis and re-evaluate.
Other related items:
The teacher may try to teach students to write Haiku poems as their written portion of the
lesson.
Middle School Assessment Items (None provided at this time)
104
Submitted by Sally Dailey
Cumberland County Schools
Assessment Title:
Japanese Watercolors
Grade Level or Course:
High School Visual Arts I
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Devise and use strategies for imagining and implementing images.
1.03 Create multiple solutions in problem solving and discuss that some solutions are
better than others.
1.04 Recognize and discuss that concepts and images from a variety of sources can be
used to create original art.
1.05 Show how ideas develop and evolve over a period of time.
2.01 Explore and discuss unique properties and potential of art materials.
2.02 Demonstrate techniques and processes for working with each art material.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
Link with other subjects:
Social Studies; Asian Art
Type of Assessment:
_____ Diagnostic
__x__ Monitoring
_____ Summative
(You may check more than one)
Type of Item:
____ Selected Response
__x_ Written Response
_____Performance
_____Conversation
__x__ Observation
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
__x___ Communication
__x___ Processing
______ Information
______ Problem Solving
______ Using Numbers and Data
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Assessment Item:
Japanese Watercolor Rubric(see below)
Scoring Information:
Students can be given points to equal 100 for each level. For Example, 25 possible points
for each bulleted item on the rubric. The teacher may give additional time for students
who wish to improve their grades.
Teacher notes:
Students should have drawing experience with natural objects and some experience with
watercolor techniques. The teacher should also provide samples of Japanese/Asian Art.
Other related items:
Japanese Water color Brush Stroke Chart
Japanese music as background is soothing during practice
106
Rubric for Japanese Watercolor
Self-Evaluation/Teacher Evaluation
4
3
2
1
HOKUSAI
F.
G.
H.
I.
Simplified brushstrokes
Excellent techniques
Great composition
Natural likeness
ADVANCED ARTIST
J.
K.
L.
M.
Near simple brushstrokes
Good techniques
Good composition
Somewhat natural likeness
INTERMEDIATE ARTIST
N.
O.
P.
Q.
Complicated brushstrokes
Fair techniques
Fair composition
Little natural likeness
BEGINNER ARTIST
R.
S.
T.
U.
Brushstrokes not evident
Poor techniques
Poor composition
No natural likeness
Circle the level you have reached.
Name_______________________________________
107
Submitted by Jeannette Stevenson
Wake County Schools
Assessment Title:
Emotion Mask
Grade Level or Course:
Grades 9-12 Visual Arts I
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.02 Plan and organizing for creating art.
1.03 Create multiple solutions in problem solving and discuss that some solutions are
better than others.
2.01 Demonstrate techniques and processes for working with art materials.
2.05 Demonstrate the safe and responsible use of tools and materials.
3.01 Recognize, apply, and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply, and evaluate the principles of design used in a composition.
3.05 Use critical thought and analysis in the problem-solving process.
4.01 Demonstrate the use of life surroundings and personal experiences to express ideas
and feelings visually.
5.01 Know that the visual arts have a history, purpose, and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times, and places.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics,
and cultural/ethnic groups.
5.05 Describe universal themes that exist in art throughout history.
6.06 Critique artwork through the use of: proper vocabulary, art elements and design
principles, meaning, feeling, mood and ideas, oral and written expression.
6.08 Accept and offer constructive criticism.
Link with other subjects:
None provided
Type of Assessment:
_____ Diagnostic
_____ Monitoring
__x__ Summative
(You may check more than one)
108
Type of Item:
_____ Selected Response
__x__ Written Response
__x__ Performance
_____ Conversation
_____ Observation
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
__x__ Communication 2, 3
__x___ Processing Information 12
__x__ Problem Solving 15
_____ Using Numbers and Data
Scoring Information:
You assess how well the student filled out the questions on this form at the bottom in the
evaluation form category. The various parts are then added together to get the total for the
students project grade.
Teacher notes:
Students need to create a project of emotion masks to be able to complete this assessment.
Teachers you may modify the questions on this assessment to assess other student
projects.
109
Artist Evaluation
Name________________________________ Class _________________________
This is your opportunity to write about your artwork. You must answer all of the
questions thoughtfully and descriptively
1- Describe your piece. What emotion are you trying to express or evoke in the
viewer? How did you achieve this? (Discuss your color choices, facial
expressions, additions like horns, teeth, etc.)
2- What 5 elements of art did you use? Describe specifically how you used each of
them.
abcde3- What did you learn from this assignment?
4- What was the hardest part of this project? What was the easiest?
5- What did you like or dislike about this project? How would you change the
project? If not why?
6- Grade yourself in the following areas on a scale of 1-20, 1=poor & 20=excellent
Project Grade based on
Student
Creativity/Originality
Did you follow directions
Craftsmanship/Presentation
Evaluation form
Total project grade
Teacher
_
_
_
_
110
Submitted by Terri Hester
Winston-Salem/Forsyth County Schools
Assessment Title:
Color Scheme Design
Grade Level or Course:
Visual Arts I
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Devise and use strategies for imagining and implementing images.
1.03 Create multiple solutions in problem solving and discuss that some solutions are
better than others.
1.07 Use the vocabulary of art in written and oral form.
2.02 Demonstrate techniques and processes for working with each art material.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of
artwork.
3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Use intuitive perception to solve problems.
3.04 Use experimentation to solve problems.
3.05 Use critical thought and analysis in the problem-solving process.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics,
and cultural/ethnic groups.
5.04 Describe the existence of art movements, periods, and styles.
5.06 Recognize and discuss that cultures have different aesthetics and each individual is a
product of his or her culture.
6.01 Describe the various purposes for creating works of visual art.
6.03 Accept other’s work and ideas as unique expression of themselves.
6.04 Explain why what is not understood is sometimes devalued.
6.05 Explain how the constructive role of failure is often a part of the creative process.
111
6.06 Critique artwork through the use of: proper vocabulary, art elements and design
principles, meaning, feeling, mood and ideas, oral and written expression.
6.08 Accept and offer constructive criticism.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
Link with other subjects:
Mathematics - Geometry
Type of Assessment:
_____ Diagnostic
_____ Monitoring
__X__ Summative
(You may check more than one)
Type of Item:
_____ Selected Response
_____ Written Response
_____ Performance
__X__ Conversation
__X__ Observation
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
__X__ Communication: 7
__X__ Processing Information: 9
__X__ Problem Solving: 16
__X__ Using Numbers and Data: 23
Assessment Item:
Rate yourself on the following scale:
Did you select, create and use geometric shapes in your drawing? (1-10 points)
Did you leave 1/4 inch or less space between the shapes? (1-10 points)
Does your artwork show that you used the specified color schemes?
Analogous (1-20 points)
Complimentary (1-20 points)
Monochromatic (1-20 points)
Did you apply chalk correctly and in even amounts on your paper? (1-10 points)
Are the colors in the shapes where you intended them to be (neatness)? (1-10 points)
Scoring Information:
See rubric below.
Teacher notes:
None
Other related:
None
112
Color Scheme Design Rubric
4
3
2
1
(100-93)
The artwork consists of
only geometric shapes.
(92-85)
The artwork mostly
consists of geometric
shapes.
(84-77)
The artwork is at least
half comprised of
geometric shapes.
2.
Shapes consistently fit
together leaving 1/4" or
less between shapes.
Most shapes fit together
leaving 1/4" or less
between shapes.
At least half the paper is Few shapes fit together.
filled with shapes that fit
together.
3.
Analogous,
complimentary and
monochromatic colors
are consistently used
symmetrically in the
design.
Analogous,
complimentary and
monochromatic colors
are mostly used
symmetrically in the
design.
Analogous,
complimentary and
monochromatic colors
are used on at least half
of the design.
Does not show
symmetrical color
design.
4.
Consistently used chalk Mostly used chalk
correctly and evenly.
correctly and evenly.
Used chalk correctly on
at least half the design.
Used chalk correctly on
very little of the design.
5.
Consistently neat and
colors are bright and
smudge free.
At least half the artwork
is neat and smudge free.
Very little of the
artwork is neat and
smudge free.
1.
Mostly neat with minor
smudges.
113
(76-70)
The artwork has few
geometric shapes.
Submitted by Elizabeth M. W. Betson
Winston-Salem/Forsyth County Schools
Assessment Title:
Expressive Self Portrait – Mixed Media
Grade Level or Course:
Grades 10-12/ Visual Arts II
Targeted Goals and Objectives from the 2000 North Carolina Arts Education
Standard Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.04 Acquire concepts and images from a variety of sources to create original art.
1.05 Show how ideas develop and involve over a period of time.
1.06 Develop perceptual awareness through the use of all senses.
1.07 Expand a working knowledge of the vocabulary of art.
2.01 Continue to explore unique properties and potential of materials and media.
2.03 Communicate and express ideas through a variety of materials and techniques.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of work.
2.05 Demonstrate the safe and responsible use of tools and materials.
3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.04 Demonstrate the value of experimentation in the problem-solving process.
3.05 Demonstrate the value of critical thought and analysis in the problem-solving process.
4.01 Use life surroundings and personal experiences to visually express ideas and feelings.
4.03 Invent original and personal imagery to convey meaning and not relying on copying, tracing, patterns
or duplicated materials.
4.04 Research and demonstrate how artists develop a personal imagery and style.
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics and cultural/ethnic
groups.
5.06 Recognize that cultures have different aesthetics and each individual is a product of his or her culture.
6.01 Understand there are various purposes for creating works of visual art.
6.02 Describe how people’s experience influences the developments of specific artworks.
6.03 Accept other’s work and ideas as unique expression of themselves.
6.06 Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning,
feeling, mood and ideas, oral and written expression.
6.07 Understand there are varied responses to specific artworks.
6.08 Accept and offer constructive criticism.
7.01 Identify connections, similarities and differences between the visual arts and other disciplines.
7.02 Describe ways the art elements and design principles interrelate within all arts discipline.
8.03 Discover that art provides an opportunity for lifelong learning.
114
Link with other subjects:
Literature
History
Character Education
Type of Assessment:
_____ Diagnostic
_____ Monitoring
__X__ Summative
(You may check more than one)
Type of Item:
_____ Selected Response
_____ Written Response
_____ Performance
__X__ Conversation
__X__ Observation
Alignment with NC High School Exit Exam: (check domain and write objective number(s)
__X__ Communication - 1.3, 1.4
__X__ Processing Information – 1.11
__X__ Problem Solving – 1.15
_____ Using Numbers and Data
Assessment Item:
- Work individually to create an original work of art.
- Review the rubric for expectation guidelines.
- Participate in group discussions and critiques.
- Each individual will be graded on their original artwork using the rubric.
Scoring Information:
Individual Rubric (see attachment). Students will self-evaluate their own artwork.
Teacher Rubric (see attachment).
Teacher notes:
Students should be proficient with the art elements and principles of design. Students
should have a good understanding of different materials and media. Students should
demonstrate respect and care of art room materials.
Other related items:
Optional follow up activities:
A. During the class critique, students should accept and offer constructive criticism.
B. Students may do a written expression of their interpretation of their artwork or that of
a peer.
C. Display of student artwork for student accomplishment and recognition.
115
Name _________________________________________
Teacher ___________________ Date ________________
Self-Evaluation
Self Portrait – Mixed Media
Advanced (4)
Proficient (3)
Improving (2)
Needs Improvement
(1)
Composition
Artwork is executed
with excellent unity and
flow in design and
composition.
Artwork is executed with
good unity and flow in
design and composition.
Artwork is executed
with minimum unity
and flow in design and
composition.
Artwork has no unity and
flow in design and
composition.
Expression
Composition visually
expresses ideas and
feelings through the use
of 4 art elements and/or
principles of design.
Composition visually
expresses ideas and
feelings through the use
of 2 art elements and/or
principles of design.
Composition visually
expresses ideas and
feelings through
minimum use of the art
elements and
principles of design.
Composition has little or
no creative expression.
Artwork does not utilize
the art elements and/or
principles of design.
Artist has executed
maximum originality to
convey meaning.
Artist has executed good
originality to convey
meaning.
Artist has executed
minimum originality to
convey meaning.
Artist has demonstrated
maximum care and
effort in creating
artwork and care of
materials.
Artist has demonstrated
good care and effort in
creating artwork and care
of materials.
Artist has
demonstrated
minimum care and
effort in creating
artwork and care of
materials.
Artist has contributed
greatly to class
discussion and
critiques.
Artist has contributed to
class discussion and
critiques.
Artist has contributed
slightly to class
discussion and
critiques.
Originality
Care & Effort
Participation
Artist has shown little
originality without relying
on copying, tracing,
patterns or duplicated
materials.
Little or no care and effort
demonstrated in work of
art.
Little or no participation
in classroom discussion or
critique.
Composition ____ Expression ____ Originality ____ Care & Effort ____ Participation____
Average Score ___________
(Average of totals for each component of the rubric)
116
Name ________________________________________
Teacher ___________________ Date _______________
Teacher Rubric > Self Portrait – Mixed Media
Advanced (4)
Proficient (3)
Improving (2)
Needs
Improvement
(1)
Composition
Artwork is executed
with excellent unity
and flow in design
and composition.
Artwork is executed
with good unity and
flow in design and
composition.
Artwork is executed
with minimum unity
and flow in design
and composition.
Artwork has no unity
and flow in design
and composition.
Expression
Composition visually
expresses ideas and
feelings through the
use of 4 art elements
and/or principles of
design.
Composition visually
expresses ideas and
feelings through the
use of 2 art elements
and/or principles of
design.
Composition visually
expresses ideas and
feelings through
minimum use of the
art elements and
principles of design.
Composition has
little or no creative
expression. Artwork
does not utilize the
art elements and/or
principles of design.
Artist has executed
maximum originality
to convey meaning.
Artist has executed
good originality to
convey meaning.
Artist has executed
minimum originality
to convey meaning.
Care & Effort
Artist has
demonstrated
maximum care and
effort in creating
artwork and care of
materials.
Artist has
demonstrated good
care and effort in
creating artwork and
care of materials.
Artist has
demonstrated
minimum care and
effort in creating
artwork and care of
materials.
Participation
Artist has
contributed greatly to
class discussion and
critiques.
Artist has
contributed to class
discussion and
critiques.
Artist has
contributed slightly
to class discussion
and critiques.
Originality
Artist has shown
little originality
without relying on
copying, tracing,
patterns or
duplicated materials.
Little or no care and
effort demonstrated
in work of art.
Little or no
participation in
classroom discussion
or critique.
Composition ____ Expression ____ Originality ____ Care & Effort ____
Participation ____
Average Score ___________
(Average of totals for each component of the rubric)
Teacher comments and suggestions:
117
Name ________________________________________
Teacher ___________________ Date ______________
Teacher Rubric > Self Portrait – Mixed Media
Composition
Expression
Originality
Care & Effort
Participation
Advanced (4)
Proficient (3)
Improving (2)
Needs
Improvement
(1)
Artwork is executed
with excellent unity
and flow in design
and composition.
Composition visually
expresses ideas and
feelings through the
use of 4 art elements
and/or principles of
design.
Artwork is executed
with good unity and
flow in design and
composition.
Composition visually
expresses ideas and
feelings through the
use of 2 art elements
and/or principles of
design.
Artwork is executed
with minimum unity
and flow in design
and composition.
Composition visually
expresses ideas and
feelings through
minimum use of the
art elements and
principles of design.
Artwork has no unity
and flow in design
and composition.
Artist has executed
maximum originality
to convey meaning.
Artist has executed
good originality to
convey meaning.
Artist has executed
minimum originality
to convey meaning.
Artist has
demonstrated
maximum care and
effort in creating
artwork and care of
materials.
Artist has
contributed greatly to
class discussion and
critiques.
Artist has
demonstrated good
care and effort in
creating artwork and
care of materials.
Artist has
demonstrated
minimum care and
effort in creating
artwork and care of
materials.
Artist has
contributed slightly
to class discussion
and critiques.
Artist has
contributed to class
discussion and
critiques.
Composition has
little or no creative
expression. Artwork
does not utilize the
art elements and/or
principles of design.
Artist has shown
little originality
without relying on
copying, tracing,
patterns or
duplicated materials.
Little or no care and
effort demonstrated
in work of art.
Little or no
participation in
classroom discussion
or critique.
Composition ____ Expression ____ Originality ____ Care & Effort ____
Participation ____
Average Score ___________
(Average of totals for each component of the rubric)
Teacher comments and suggestions:
118
Submitted by Sarah Price
New Hanover County
Assessment Title:
Technology as a Design Tool for Self-portraits
Grade Level and Course:
Grade 11 - 12, Visual Arts IV
Targeted Goals and Objectives from 2000 North Carolina Arts Education Standard
Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.
1.04 Evaluate and refine concepts and images from a variety of sources to create original art.
1.05 Show and evaluate how ideas develop and evolve over a period of time.
1.06 Continue to develop perceptual awareness through sensory stimuli.
2.01 Focus exploration on the unique properties and potential of materials and media.
2.02 Refine techniques and processes for working with each material.
2.03 Communicate and express ideas through a variety of materials and techniques.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.
3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Assess the value of intuitive perceptions in the problem-solving process.
3.04 Assess the value of experimentation in the problem-solving process.
3.05 Assess the value of critical thought and analysis in the problem-solving process.
4.04 Explore, compare and assess how artists develop personal imagery and style.
5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
7.04 Compare and synthesize characteristics of visual arts within a particular historical period or
style with ideas, issues or themes in other disciplines.
Link with other subjects:
History
English
Chemistry
Type of Assessment:
__x_ Diagnostic
__x_ Monitoring
__x_ Summative
119
Type of Item:
____ Selected Response
____ Written Response
__x_ Performance
__x_ Conversation
__x_ Observation
Alignment with NC High School Exit Exam: (Domain and Objective number)
___ Communication
___ Processing Information
___ Problem Solving
___ Using Numbers and Data
Assessment Item:
Self-portraits on black paper
Scoring Information:
Teacher input:
1. In previous activities, you should have covered all elements and principles of design.
2. In previous activities, you should discuss and have students analyze self-portraits
done in Art History such as VanGogh, Carivaggio, Manet, Rembrandt or in different
periods.
3. In previous activities, you should have demonstrated techniques in using a grid for
enlargement and accurate proportion purposes.
4. You should demonstrate modeling of three-dimensional objects using color pencils
with varying degrees of value.
120
Rubric for Technology as a Design Tool for Self-portraits
Performance
Element
Exemplary/
Superior 4
Commendable/
Above Average 3
Acceptable/
Average 2
Minimal/
Below Average 1
Principles and
Elements of
Design
Outstanding use of
composition,
visually implied
texture, accurate
proportion, strong
contrast
Is able to use
elements and
principles
effectively
Elements and
principles are not
efficiently used in
composition
No manipulation of
elements and
principles in the
composition
Execution of
Media
Outstanding use of
variation in line
quality and smooth
transitions of value
through crosshatching
Evidence of some
variation in line
quality and
transitions of value
through crosshatching
Little evidence of
variation in line
quality and
transitions of value
through crosshatching
No evidence of
variation in line
quality and
transitions of value
through crosshatching
Originality
Unique
interpretation of
self from point of
view. Shows focus
of emphasis and
variations to create
interest in the
composition.
Some variations in
the interpretation of
self with some
focus of emphasis.
Little variations in
the interpretation of
the self-portrait.
No variation in the
interpretation of the
self-portrait
Craftsmanship
Meticulous
attention to
neatness
Work is fairly neat
and clean
Little concern for
neatness evident.
Needed to take
more time and care.
Messy
121
Student Input:
As you begin your self-portrait drawing, you need to use the grid to make a contour line
drawing lightly sketched. When completed, erase grid lines
During this process, you need to use a variety of lines, thick and thin.
Your face should be drawn accurately and in correct proportions to the computergenerated image.
You need to shade the objects using cross-hatching to create a three-dimensional effect.
You may add other images to enhance your self-portrait.
You need to use strong contrast in your drawing and in order to do so; you may want to
use light color pencils with a heavy application.
You need to keep a journal of your self-reflection during this process. Write your feelings
and perhaps discoveries of yourself in it. It will not be graded but will count as a
participation grade.
Other Related Items:
Students may also use a self-assessment answering the following questions:
1. Did you follow the steps in the lesson, if not what did you do that was different?
2. What parts of your work do you like the most?
3. What parts of your work could use improvement?
4. The grade you feel you deserve ____.
In addition, students should include a paragraph about what they learned about the
process.
Another follow-up activity may include a character education lesson where the students
also write about the character traits that best exemplify themselves and why.
Character traits are courage, respect, integrity, self-determination, perseverance, goodjudgment, kindness, and responsibility.
122
Submitted by Sarah Price
New Hanover County Schools
Assessment Title:
Technology as a Design Tool for Abstract Artwork
Grade Level and Course:
Grades 11-12, Visual Arts IV
Targeted Goals and Objectives from 2000 North Carolina Arts Education Standard
Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.
1.04 Evaluate and refine concepts and images from a variety of sources to create original art.
1.05 Show and evaluate how ideas develop and evolve over a period of time.
1.06 Continue to develop perceptual awareness through sensory stimuli.
2.01 Focus exploration on the unique properties and potential of materials and media.
2.02 Refine techniques and processes for working with each material.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.
3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Assess the value of intuitive perceptions in the problem-solving process.
3.04 Assess the value of experimentation in the problem-solving process.
3.05 Assess the value of critical thought and analysis in the problem-solving process.
4.04 Explore, compare and assess how artists develop personal imagery and style.
5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
Link with other subjects: Type of Assessment:
History
__x_ Diagnostic
English
__x_ Monitoring
Chemistry
__x_ Summative
Type of Item:
___ Selected Response
_x_ Written Response
_x_ Performance
_x_ Conversation
_x_ Observation
Alignment with NC High School Exit Exam: (Domain and Objective number)
None provided
123
Assessment Item:
Technology as a Design Tool for Abstract Artwork (Abstract Design Computer
Generated)
Scoring Information:
Student Input:
As you begin your abstract design, you need to manipulate the image already taken to
create an interesting composition. During this process, you need to use a variety of filters
keeping in mind the arts elements and principles of design. You need to show value
through objects using different degrees in color with the paintbrush or airbrush tool to
create a three-dimensional effect. You may want flat surfaces of color achieved with the
magic wand tool and paint bucket. You will use visually implied textures from the
various filters as they relate to the surfaces, i.e. chrome, mosaic, glass, etc. You need to
use strong contrast in your design and in order to do so, you may want to juxtapose light
colored shapes next to dark colored shapes.
Teacher Notes:
Students will need to have completed a unit on painting and technology use of Adobe
Photoshop 5.0 to be able to complete this assessment.
Teacher input:
1. In previous activities, you should have covered all art elements and principles of
design.
2. In previous activities, you and your students should discuss and analyze Abstract 3. 3.
Expressionism and Contemporary Abstraction of the 20th century.
3. In previous activities, you should have demonstrated how to use acrylic paint.
4. You should demonstrate the process for reinforcement.
124
Rubric for
Technology as a Design Tool for Abstract Artwork
(Abstract Design Computer Generated)
Performance
Element
Principles and
Elements of
Design
Execution of
Media
Originality
Craftsmanship
Exemplary/
Superior 4
Outstanding use of
composition,
visually implied
texture, accurate
proportion, strong
contrast
Outstanding use of
variation in line
quality and smooth
transitions of value
through crosshatching
Unique
interpretation of
self from point of
view. Shows focus
of emphasis and
variations to create
interest in the
composition.
Meticulous
attention to
neatness
Commendable/
Above Average 3
Is able to use
elements and
principles
effectively
Acceptable/
Average 2
Elements and
principles are not
efficiently used in
composition
Minimal/
Below Average 1
No manipulation of
elements and
principles in the
composition
Evidence of some
variation in line
quality and
transitions of value
through crosshatching
Some variations in
the interpretation of
self with some
focus of emphasis.
Little evidence of
variation in line
quality and
transitions of value
through crosshatching
Little variations in
the interpretation of
the self-portrait.
No evidence of
variation in line
quality and
transitions of value
through crosshatching
No variation in the
interpretation of the
self-portrait
Work is fairly neat
and clean
Little concern for
neatness evident.
Needed to take
more time and care.
Messy
Other related items:
The sequential follow-up activity would be to use the additional assessment of the
particular medium used in this assignment.
125
Submitted by Sarah Price
New Hanover County Schools
Assessment Title:
Technology as a Design Tool for Abstract Artwork (Painting)
Grade Level and Course:
Grades 11-12, Visual Arts IV
Targeted Goals and Objectives from 2000 North Carolina Arts Education Standard
Course of Study and Grade Level Competencies, K-12:
1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.
1.04 Evaluate and refine concepts and images from a variety of sources to create original art.
1.05 Show and evaluate how ideas develop and evolve over a period of time.
1.06 Continue to develop perceptual awareness through sensory stimuli.
2.01 Focus exploration on the unique properties and potential of materials and media.
2.02 Refine techniques and processes for working with each material.
2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.
3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.
3.02 Recognize, apply and evaluate the design principles used in composition.
3.03 Assess the value of intuitive perceptions in the problem-solving process.
3.04 Assess the value of experimentation in the problem-solving process.
3.05 Assess the value of critical thought and analysis in the problem-solving process.
4.04 Explore, compare and assess how artists develop personal imagery and style.
5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.
7.01 Identify connections, similarities and differences between the visual arts and other
disciplines.
7.04 Compare and synthesize characteristics of visual arts within a particular historical period or
style with ideas, issues or themes in other disciplines.
Link with other subjects:
Type of Assessment:
History
__x_ Diagnostic
English
__x_ Monitoring
Chemistry
__x_ Summative
Alignment with NC High School Exit Exam:
None provided
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Type of Item:
____ Selected Response
__x_ Written Response
__x_ Performance
__x_ Conversation
__x_ Observation
Assessment Item:
Abstract Design Painting
Teacher Notes:
Students will need to have completed a unit on painting and technology use of Adobe
Photoshop 5.0 to be able to complete this assessment.
Teacher input:
1. In previous activities, you should have covered all art elements and principles of
design.
2. In previous activities, you and your students should discuss and analyze Abstract
Expressionism and Contemporary Abstraction of the 20th century.
3. In previous activities, you should have demonstrated how to use acrylic paint.
4. You should demonstrate the process for reinforcement.
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Rubric for
Technology as a Design Tool for Abstract Artwork
(Painting)
Performance
Element
Exemplary/
Superior
Design
(4 points)
Outstanding
composition.
Outstanding use of
color theory
Commendable/
Above Average
Good composition.
Good color theory
(3 points)
Acceptable/
Average
(2 points)
Minimal/
Below Average
(1 point)
Adequate
composition.
Some use of color
theory
Poor composition.
No evidence of
knowledge of color
theory
Execution of
Media
Excellent use of color
mixing theory in paint
application.
Excellent understanding of
acrylic painting technique.
Appropriate use of different
brushes.
Good use of color mixing
theory in paint application.
Good understanding of
acrylic painting techniques.
Indication of more than one
kind of brush used.
Some evidence of color
mixing theory with paint
application.
Shows some understanding
of correct acrylic painting
techniques.
No execution of color
mixing theory in paint
application.
No application of correct
acrylic techniques visible.
Originality
Unusual rendering of
viewpoint that differs
from the original
design.
Great attention to
neatness.
Accurate transfer of
subject matter.
Complete coverage
of canvas.
A very good rendering
with some variations in
the interpretation of
the subject of design.
Some attention to
neatness.
Good transfer of
subject matter.
Most of the canvas
is covered.
Little concern for
neatness.
Inaccurate transfer
of subject matter.
Canvas is poorly
covered.
Work is messy.
Poor transformation
of subject matter.
Exact copy of original
design without any
variation in the
rendering of the
subject.
Poor interpretation in
rendering of original
design.
TOTAL
Other related items:
This rubric may be modified to use for other lessons in painting.
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Craftsmanship
TIPS (None provided by teachers at this time)
RESOURCES
•
Print (None provided by teachers at this time)
•
Web Resources
Winston Salem/Forsyth County Schools Art Site
http://wsfcs.k12.nc.us/Art site/HomepageArtSite'0.1.html
•
Resources that Assist with or Demonstrate Curriculum Integration
(None provided by teachers at this time)
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