Painting CURRICULUM:
Unit and/or Theme Elements and Principles of Design ( If you wish, Unit # ____) Time Allocation: _____________
WHAT STUDENTS KNOW AND
WHAT STUDENTS SHOULD BE ABLE TO
DO
HOW DO STUDENTS
LEARN THE
DESIRED
OUTCOME(S) ?
INSTRUCTIONAL
STRATEGIES
USE THIS IN ANY
WAY THAT MEETS
YOUR NEEDS
2-12 Use values of colors in wet and dry
Design a tempera
media to create the illusion of 3D form on a 2D panel that assigns two
surface
pairs of
complementary hues.
Central to the design
overlap an area
presenting all four
colors in another
lighter value, giving
the illusion of a
second plan floating
above the ground.
Teacher modeling
Guided practice in
replicating Josef
Albers’ Veil Effect
color theory
color value, tint, hue
complementary colors
Posters/slides of
model work
Paint, brushes
2-13 Use color,line,texture, share and form in
2-D and 3-D work. Identify the use of these
elements in the composition of others.
Study photograms of
Lazlo Maholy-Nagy,
noting range of
textures in his
monotypes.
Textures
Values
Random design
Posters/slides of
Nagy’s work
Brayer
Water based ink
6 x 9 “ acrylic plate
etching press
printing paper
FRAME
WORKS
STUDENT LEARNING
OUTCOMES
HOW DO WE KNOW
THAT STUDENTS
HAVE MET THE
OUTCOME(S)
ASSESSMENT
STRATEGIES &
ACTIVITIES
COURSE
CONTENT
RESOURCES
AND
MATERIALS
The student will:
Create a monotype
with a random
assortment of objects
on an acrylic printing
plate. Inked plante
and paper will be run
through an etching
press. Students create
a rubric and assess
one another’s work.
*These headings will not be included in a formal curriculum document. They have been used here to suggest a framework for what curriculum explains.
Please specify if you integrate instruction with another department. Show depth over breadth of coverage where possible.