Big
Idea(s):
Theme:
🗹 Art helps us to see in new ways.
🗹 Art tells stories about our world.
◻ Art influences how we live.
SELF
Guiding Questions:
● Why do I prefer certain images or designs over others?
●
Why do we make art?
●
How do I share ideas through art?
Learning Outcomes &21 CC:
Perceive
Communicate
Appreciate
🗹 LO1 Identify qualities in
and interpret what they see
and experience
☐ LO5 Experiment with
different materials, tools,
and media to create new
visual possibilities
LO6 b. Evaluate artworks
based on given criteria
Civic Literacy, Global Awareness
& Cross-cultural Skills
Critical & Inventive
Thinking
Communication, Collaboration
& Information Skills
☐ CGC 1 Aware of community and
national issues and plays a part to
improve the community and nation
🗹 CIT 1 Explores
☐ CCI 1 Communicates and
collaborates effectively
☐ CGC 2 Aware of global issues and
trends
☐ CGC 3 Displays socio-cultural and
religious sensitivity and awareness
🗹LO3 Generate questions
and ideas from visuals
possibilities and
generates ideas
☐ CIT 2 Exercises sound
reasoning,
decision-making and
metacognition
🗹 CCI 2 Manages, creates and shares
digital information thoughtfully,
ethically and responsibly
☐ CIT 3 Manages
complexities and
ambiguities
Lesson Details: Term 1, 50mins per lesson
Week
1
Topics/ Objectives
Introduction to Sec 1 Art and Drawing Grids
Learning Intention:
Understand that Sec 1 Art theme, IDENTITY(the fact who or what
someone or something is in relation to his/her self (T1),
environment(T2), and communityT3,T4).
In this lesson, students will :
1. Get to know their teachers
2. rules and expectations in Art classroom
3. A short introduction of themselves
4. Activity : IceBreaker drawing game for the class.
Success Criteria
Students able to:
1. NIL
Feedback/ Assessment
(Art Task)
Worksheet:
1. NIL
Resources/ Materials
1.
NIL
2
Drawing Out the Grid Lines
Learning Intention:
Understand that Sec 1 Art theme, IDENTITY(the fact who or what
someone or something is in relation to his/her self (T1),
environment(T2), and communityT3,T4). Students will learn to
draw out accurately measured grid lines.
Students able to:
1. Know the Term 1 Unit outcome,
success criteria and performance task
2. Draw the Grid lines
Task:
1. Measured and drawn out
gridlines
Students able to:
1. See and differentiate from the
examples of geometric lines and
shapes being used in Name designs
Task:
1. Draw out name designs on
the gridlines.
1.
2.
3.
PPT slides
Drawing paper A3
Drawing pencil
1.
PPT slides
2.
A3 Paper
3.
Pencil
1.
PPT slides
2.
A3 Paper
3.
Pencil
In this lesson, students will:
1. Go through introductory explanations on the Term 1
and Sec 1 curriculum objectives.
2. Understand what and how they will be graded based
on success criteria
3. Activity: Draw out Grid lines on A3 paper according
to measurements given.
4. DI : Students can produce a quick sketch of their
name designs on an A3 paper.
3
Drawing Out the Names 1.1
Learning Intention:
Understand and apply the definition and qualities of Geometric
and Organic lines and shapes.
In this lesson, students will:
1. Understand the definition and qualities of clear
confident lines and shapes as EOAS and draw them.
2. GridLine arrangement - Rule of thirds
3. Understand and differentiate the definition and
qualities of Geometric and Organic lines and shapes.
4. Draw their names on the grid lines in geometric and
organic lines and shapes
4
Drawing Out the Names 1.2
Learning Intention:
Understand and apply the definition and qualities of Geometric
and Organic lines and shapes.
In this lesson, students will:
2.
Apply the learning into their own
name designs
Students able to:
1. See and differentiate from the
examples of geometric lines and
shapes being used in Name designs
2.
Apply the learning into their own
name designs
Task:
1. Draw out name designs on
the gridlines.
5. Understand the definition and qualities of clear
confident lines and shapes as EOAS and draw them.
6. Understand and differentiate the definition and
qualities of Geometric and Organic lines and shapes.
7. Draw their names on the grid lines in geometric and
organic lines and shapes
5
Shading out the names 1.1
Learning Intention:
Learn shading techniques, for monotone and gradation set.
Apply 1 technique and shade tonal values to their own drawings.
Students able to:
1. recognize stippling, hatching and
scribbling shading techniques
2.
In this lesson, students will:
1. Learn about stippling, hatching and scribbling
shading techniques to apply tonal values.
Task:
1. Shade the tonal value column
1.
PPT slides
2.
2.
A3 Paper
3.
Pencil
Task:
1. Shade the tonal value column
1.
PPT slides
2.
2.
A3 Paper
3.
Pencil
Shade a range of minimum 4 tonal
values in their drawing with both
monotone and gradation set
Shade the drawings using 4
tonal values.
2. Learn to shade in gradation tones.
3. Apply any one or their own comfortable way of
shading for the value columns and then shade
tonal values to their drawings.
6
Shading out the names 1.2
Learning Intention:
Learn shading techniques, for monotone and gradation set.
Apply 1 technique and shade tonal values to their own drawings.
In this lesson, students will:
4. Learn about stippling, hatching and scribbling
shading techniques to apply tonal values.
5. Learn to shade in gradation tones.
6. Apply any one or their own comfortable way of
shading for the value columns and then shade
tonal values to their drawings.
Students able to:
1. recognize stippling, hatching and
scribbling shading techniques
2.
Shade a range of minimum 4 tonal
values in their drawing with both
monotone and gradation set
Shade the drawings using 4
tonal values.
7
Submission of work
Learning Intention:
Finish and touch up the drawings this lesson. Teachers may print
out a success criteria checklist for students to conduct
self-evaluation.
In this lesson, students will:
1. Complete their drawing and submit their work for
assessment. In this part, students are assessed
based on:
● Understanding of concept– 15 marks
● Drawing clear confident lines and shapes
15 marks
● Shading ability : tonal range and control 15
marks
●
8
2.
WA Submission:
1. A3 Name design
1.
Success criteria
checklist with
grading rubric
Self-assessment and grade.
Overall aesthetics : visual pleasantness - 5
marks
Developement #2
Learning Intention:
Learn to create contrasting backgrounds for name designs.
In this lesson, students will:
1. Learn about visual contrast(POD) using EOAs Lines
and shapes.
2. Create 2 organic backgrounds and 2 geometric
backgrounds for name designs.
9 – 10
Students able to:
1. Complete their drawings and touch
up.
Developement #2 : shading
Learning Intention:
Learn to create contrasting backgrounds for name designs.
In this lesson, students will:
3. Learn about visual contrast(POD) using EOAs Lines
and shapes.
Students able to:
1. Create 2 organic backgrounds for
name designs
2.
Create 2 Geometric backgrounds for
name designs
Students able to:
1. Shade in monotone and gradation set
for all the 4 drawings.
2.
Select one out of the 4 designs to be
the best.
Task:
1. Design and draw contrasting
backgrounds : 2x organic and
2x geometric lines and shapes
Task:
1. Transfer 1 Final work chosen
as the best design onto an A3
paper and submit.
1.
2.
3.
PPT slides on colours
A3 paper
Pencils
1.
A3 paper
2.
Pencils
4. Create 2 organic backgrounds and 2 geometric
backgrounds for name designs.
5. Shade the drawings.
3.
Transfer the design to the final A3
paper and render fully.