Art I – High School
Week 1
Unit of Study: Introduction
TEKS Level I (Content)
 1 B compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others using vocabulary accurately.
 3 A compare and contrast historical and contemporary styles, identifying general themes and
trends.
 3 B describe general characteristics in artworks from a variety of cultures.
 4 B select and analyze original artworks portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents, and
meanings.
College Prep
Vocabulary
Word Wall
 art
 medium
 subject
 traditional
 abstract
 philosophy of art
 design
 aesthetic
experience
 art criticism
 description
 elements of art
 analysis
 principles of
design
 composition
Resources
The Visual Experience
Part 1: Introduction to Art
Chapter 1 &2 – Organizer
Chapter 1 – What is Art?
 Lesson 1.1 – The Variety
of Art

Chapter 2 – How Should We
Look at Art?
 Lesson 2.1 – Philosophy of
Art
 Lesson 2.2 – Criticism and
Critics
 Lesson 2.3 – A Critical
Method
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:




question students on general characteristics in artworks
guide students as they develop a criteria for an artwork
guide and question students as they examine a variety of artwork from the past and present
demonstrate effective use of art media and tools in drawing and painting
1.
2.
Rigor
A
3.
Relev ance
4.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
What does the word art mean to
you?
What sets an artwork apart from
other objects?
Which would you consider to be
a finer piece of artwork, a comic
strip or a painting? Why?
What are the steps for critiquing
an artwork? Explain each step.
 Demonstrate an understanding of the broad



definition of art by listing traditional and
nontraditional art materials and subjects.
Describe some of the criteria that can be used
to determine if something is art
Perceive and describe the media and subjects of
a variety of past and present artworks.
Use description, analysis, interpretation, and
evaluation to critique artworks.
Strategies






Discussions
Graphic Organizer
Art Quiz
Reading Process
Using the Text
Primary Resources
Assessment

Additional Resources:
 Teacher's Resource Binder
– p.T16
 Graphic Organizer 1 and 2
 Vocabulary List 1 and 2
 Spanish Vocabulary 1 and
2
 Going Further 1 and 2
(History)
 Chapter 1 and 2 Review 1
 Chapter 1 and 2 Test
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 B create designs for practical applications.
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.



Students demonstrate understanding of the broad definition of art through classroom discussion, a written paragraph
explaining why it is difficult to define art.
Students will complete the graphic organizers to focus on the types of artworks and the people that define them.
Students will take the Art Quiz to test their ability to recognize an artwork and participate in a class discussion of the
media and subject matter of the art represented in the quiz.
Students will demonstrate understanding of the art criticism process by critiquing an artwork in writing.
Before: Engage
"How should we look at Art?"
Have students read the text on pages 12 and 13.
During: Check for Understanding
Have students write down questions about art.
Optional Resources:
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 1 of 18




Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Special Education
Internet Resources:
Art Encyclopedia
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
The Visual Experience
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
After: Evaluate
Have students share their answers to these question, amend them as they go through the chapter.
Technology in the Classroom
Have students visit the Ebert Archives, search for a review of one of their favorite movies. After reading the
review, write their own critique of the same film, explaining why they agree or disagree whit Ebert's
commentary.
During: Check for Understanding
 Have students use graphic organizers to take notes
 Have students use a simplified format to criticize everyday objects.
 Have students partner with another student that will help by writing their responses.
 Have students respond orally to the questions.
Page 2 of 18
Art I – High School
Week 2
Unit of Study: Line
TEKS Level I (Content)
 1 B compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others using vocabulary accurately.
 3 A compare and contrast historical and contemporary styles, identifying general themes and
trends.
 4 A interpret , evaluate, and justify artistic decisions in personal artworks.
 4 B select and analyze original artworks, portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents and
meanings.
Vocabulary
College Prep
Word Wall
 descriptive line
 outline
 contour line
 hatching
 crosshatching
 implied lines
 edge
 closure
 lines of sight
Resources
The Visual Experience
Part 2: Elements of Art and
Principles of Design
Chapter 3 – Line
 Lesson 3.1 – A Quick Look
at Line
 Lesson 3.2 – Descriptive
Lines
 Lesson 3.6 – Studio
Experience
Additional Resources:
 Teacher's Resource Binder
– p.T16
 Graphic Organizer 3
 Vocabulary List 3
 Spanish Vocabulary 3
 Going Further 3 (History)
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
First Grading Period
TEKS Level I (Skills and Processes)
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
 3 B describe general characteristics in artworks from a variety of cultures.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:




guide the students as they examine line as an element of art in a variety of artworks
question students as they examine descriptive lines
demonstrate and facilitate drawing techniques
guide students as they analyze their drawings
.
5.
Rigor
C
6.
Relev ance
7.
8.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
Can you differentiate between
descriptive, implied, and
expressive lines?
What criteria would an artist use
when deciding what type of
descriptive line to incorporate
into their work of art?
How did the artist create implied
lines in the artwork? Closure?
Lines of sight?
How did changing your view
point affect your drawing?
 Perceive and identify a variety of lines in



their natural and constructed
environment.
Demonstrate an understanding of artists'
use of descriptive lines through the use of
outlines, contour lines, hatching and cross
hatching.
Identify and explain how implied lines,
the concept of closure and lines of sight
are used in artworks.
Create three separate line drawings of a
still life from three different points of
view using a variety of expressive lines.
Strategies






Discussions
Graphic Organizer
Interactive Notebook
Reading Process
Primary Resources
Assessment




Students demonstrate understanding of descriptive lines through classroom discussion.
Students will complete the graphic organizer to analyze characteristics of descriptive lines, implied lines and
expressive lines.
Students will produce contour lines, weighted lines, and expressive lines using a variety of drawing pencils and pens
in a series of original artworks.
Students will participate in a peer assessment session to evaluate and analyze their drawings.
Internet Resources:
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Before: Engage
Lines in your environment
Have students work in teams to list as many lines as they can see in and from the art room in two minutes.
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 3 of 18
During: Check for Understanding
Have students compile a class list and ascertain that they listed the edges of objects.
After: Evaluate
Have students separate the 'line' list into natural lines and constructed lines.
Special Education
Technology in the Classroom
Have students use a paint program and create a design with the pen or pencil tool that incorporates hatched
and crosshatched lines.
The Visual Experience
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
During: Check for Understanding
 Have students work with a partner that will help them with their writing.
 Have students give their answers orally.
 Have students use a viewfinder to isolate an area of the still life.
Page 4 of 18
Art I – High School
Week 3
Unit of Study: Line
TEKS Level I (Content)
 1 B compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others using vocabulary accurately
 3 B describe general characteristics in artworks from a variety of cultures.
 4 A interpret , evaluate, and justify artistic decisions in personal artworks.
 4 B select and analyze original artworks portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents, and
meanings
Vocabulary
College Prep
Word Wall
 expressive lines
 abstract lines
 describe
 analyze
 interpret
 evaluate
Resources
The Visual Experience
Part 2: Elements of Art and
Principles of Design
Chapter 3 – Line
 Lesson 3.4 – Expressive
Lines
 Lesson 3.5 – Art Criticism
Step by Step
 Lesson 3.9 – Studio
Experience: Drawing with
Expressive Lines
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 A create visual solutions by elaborating on direct observation, experiences, and
imagination.
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
 4 B select and analyze original artworks, portfolios, and exhibitions by peers and others
to form precise conclusions about formal qualities, historical and cultural contexts, intents
and meanings
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 question students as they examine expressive lines in a variety of artworks
 guide students as they analyze an artwork
 demonstrate and facilitate drawing techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
9.
Describe the expressive quality
of the lines in this photograph?
10. What effect does the line type
C
have on an artwork?
Relev ance 11. How was your perception of the
artwork changed after you
analyzed it?
12. How would your mood appear if
described through a line?
 Identify and describe how
Rigor



Additional Resources:
 Teacher's Resource Binder
– p.T16
 Graphic Organizer 3
 Vocabulary List 3
 Spanish Vocabulary 3
 Going Further 3 (History)
 Chapter 3 Review 1
 Chapter 3 Test
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
lines can express feelings and
emotions in art.
Explain how lines can suggest
movement.
Use the questions provided in
the text to do an in-depth
analysis of the Japanese
artwork
Experiment with using
expressive line in a particular
artist's style.
Strategies





Discussions
Graphic Organizer
Reading Process
Primary Resources
Demonstrations
Assessment



Students demonstrate understanding of expressive lines through classroom discussion.
Students will use the art criticism format to analyze a work of art.
Students will develop a drawing based on a natural or human-made subject that is personally expressive.
Before: Engage
Have students create a list of diverse words that represent feelings, emotions, and ideas.
During: Check for Understanding
Have students translate these words into visual lines.
Page 5 of 18
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
After: Evaluate
Have students compare their samples with other students and note the range of styles and expressive
qualities.
Technology in the Classroom
Using only the color black, experiment with a combination of different types and sizes of brushes to find
the style of line that will express the quality of an object. Use light, thin brushstrokes to express any
delicate qualities, and bolder lines where the objects appear heavier.
Special Education
Sketchbook
Create a visual reference to types of lines: include the categories "descriptive line, implied line, and
expressive line" and show your own examples of each. Use different media in each category.
The Visual Experience
Portfolio
Select one of your works that shows your understanding of line. Write a description of this artwork,
explaining how you emphasized line.
During: Check for Understanding
 Have students use a drawing book that has examples of different kinds of lines for inspiration.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 6 of 18
Art I – High School
Week 4
Unit of Study: Line
TEKS Level I (Content)
 1 B compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others using vocabulary accurately
 3 B describe general characteristics in artworks from a variety of cultures.
 4 A interpret , evaluate, and justify artistic decisions in personal artworks.
 4 B select and analyze original artworks portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents, and
meanings
Vocabulary
College Prep
Word Wall
 expressive lines
 abstract lines
 describe
 analyze
 interpret
 evaluate
Resources
The Visual Experience
Part 2: Elements of Art and
Principles of Design
Chapter 3 – Line
 Lesson 3.10 – Studio
Experience: CalderInspired Wire Drawing
Additional Resources:
 Teacher's Resource Binder
– p.T16
 Graphic Organizer 3
 Vocabulary List 3
 Spanish Vocabulary 3
 Going Further 3 (History)
 Chapter 3 Review 1
 Chapter 3 Test
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 A create visual solutions by elaborating on direct observation, experiences, and
imagination.
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
 4 B select and analyze original artworks, portfolios, and exhibitions by peers and others
to form precise conclusions about formal qualities, historical and cultural contexts, intents
and meanings
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 question students as they examine expressive lines in a variety of artworks
 guide students as they analyze an artwork
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
13. How can you work threedimensionally with line?
14. How does your sculpture use
Rigor
expressive line?
would your mood appear if
D 15. How
described through a line?
Relev ance
 Create wire images of the


human form.
Explore connections between
drawing and sculpture.
Explain how lines can suggest
movement.
Strategies





Discussions
Graphic Organizer
Reading Process
Primary Resources
Demonstrations
Assessment


Students will use the art criticism format to analyze their wire sculpture.
Students will participate in a classroom critique.
Before: Engage
"Alexander Calder"
Have students examine the images on page 55.
During: Check for Understanding
Have students discuss how Calder used wire, fabric and other small odds and ends to create his
miniature.
After: Evaluate
Have students write a description of the action taking place in the sculpture.
Technology in the Classroom
Scan your drawing of a human form in exaggerated movement into a paint program. Use a selection
tool to select, cut, and copy the drawing onto a new window with a canvas size of 8 ½" X 11". Use a
transform tool to experiment with stretching and distorting the drawing to emphasize the movement.
Save and print the distortion that best shows movement or humor and replicate the printed image in
wire.
Page 7 of 18
Special Education
The Visual Experience
During: Check for Understanding
 Have students use a drawing book that has examples of different kinds of lines for inspiration.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 8 of 18
Art I – High School
Week 5
Unit of Study: Shape and Form
TEKS Level I (Content)
 1 B compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others using vocabulary accurately
 3 A compare and contrast historical and contemporary styles, identifying general themes and
trends.
 4 A interpret , evaluate, and justify artistic decisions in personal artworks.
 4 B select and analyze original artworks portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents, and
meanings
College Prep
Vocabulary
Word Wall
 closed form
 figure-ground
 foreshortening
 form
 geometric shapes
 open form
 organic shapes
 positive and
negative shapes
 shape
 shape constancy
 size constancy
Resources
The Visual Experience
Chapter 4 – Shape and Form
 Lesson 4.1 – A Quick Look
at Shape and Form
 Lesson 4.2 – Shape
 Lesson 4.6 – Studio
Experience: Drawing with
Negative Shapes
Additional Resources:
 Teacher's Resource Binder
– p.T16
 Vocabulary List 4.1, 4.2
 Spanish Vocabulary 4.1,4.2
 Shape Quiz
 Artist Bio 8: Escher
 Linking Disciplines 4.2
 Artist Bio 16: Picasso
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 A create visual solutions by elaborating on direct observation, experiences, and
imagination.
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 question students as they analyze the figure/ground relationship in a variety of artwork
 guide students as they analyze, and compare and contrast a Picasso and Escher painting
 demonstrate and facilitate tools and materials needed for drawings
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
16. Which shapes are in front?
Which is the ground?
17. How does this work force the
C
viewer to notice the interaction
Relev ance
of figure and ground?
18. What happens to your perception
when you close one eye?
 Understand that figure/ground
Rigor


relationships can determine how we
understand an artwork.
Analyze Picasso's and Escher's use of
positive and negative shapes.
Develop a greater sense of negative
shapes in order to strengthen their overall
composition.
Strategies




Discussions
Questions
Demonstrations
Primary Resources
Assessment


Students demonstrate understanding of figure/ground relationships through a classroom discussion that analyzes a
Picasso and an Escher painting.
Students will create a series of designs that focus on the negative shapes.
Before: Engage
Shape and Form
Have students read pages 60 – 61.
During: Check for Understanding
Have students explain the differences between positive and negative shapes and identify positive and
negative shapes in the artworks.
After: Evaluate
Have students discuss why artists might use fore-shortening in an artwork to suggest reality.
Page 9 of 18
Special Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
The Visual Experience
Technology in the Classroom
Redraw the still life onto an 8"x11" blank canvas using paint. Use the paint brush and the paint fill
bucket to fill the negative space around your still life.
During: Check for Understanding
 Have students use the Quick Look to study the basic concepts of the lesson.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 10 of 18
Art I – High School
Week 6
Unit of Study: Shape and Form
TEKS Level I (Content)
 1 B create visual solutions by elaborating on direct observation, experiences, and imagination
 4 A interpret , evaluate, and justify artistic decisions in personal artworks
 4 B select and analyze original artworks, portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents and meanings
College Prep
Vocabulary
Word Wall
 closed form
 figure-ground
 foreshortening
 form
 geometric shapes
 open form
 organic shapes
 positive and
negative shapes
 shape
 shape constancy
 size constancy
Resources
The Visual Experience
Chapter 4 – Shape and Form
 Lesson 4.3 – Form
 Lesson 4.8 – Studio
Experience: Family
Structure in Abstract
Sculpture
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 guide students as they examine forms in a variety of artworks
 demonstrate and facilitate tools and materials needed for foam-core sculpture
How to Teach
Key Questions
19. What is the difference between a
shape and a form?
20. What words would you use to
C
describe the organic shapes in
Relev ance
this painting?
21. What type of shapes would you
select to represent each member
of your family?
Student Behaviors
Getting the Big Ideas
 Describe form, and identify its
Rigor
Additional Resources:
 Teacher's Resource Binder
– p.T16
 Vocabulary List 4.1, 4.2
 Spanish Vocabulary 4.1,4.2
 Shape Quiz
 Artist Bio 8: Escher
 Linking Disciplines 4.2
 Artist Bio 16: Picasso
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 A create visual solutions by elaborating on direct observation, experiences, and
imagination.
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.


relationships in images.
Understand how geometric
forms can suggest different
emotions in artworks.
Create a foam-core sculpture
that symbolically represents
their family.
Strategies




Discussions
Questions
Demonstrations
Primary Resources
Assessment




Students demonstrate understanding of concepts through classroom discussion.
Students will participate in class critics of artwork by Escher.
Students will complete a self evaluation of their finished sculpture.
Students will analyze, and evaluate artistic decisions in artwork created by fellow classmates.
Before: Engage
"Henry Moore"
Have students read the text on page 83 and study the image of Moore's sculpture.
During: Check for Understanding
Have students discuss the advantages of using abstracted forms to communicate the idea of "family".
After: Evaluate
Have students explain what "biomorphic abstraction" means.
Technology in the Classroom
Create a PowerPoint presentation about your own family.
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 11 of 18
Special Education
The Visual Experience
During: Check for Understanding
 Have students partner with another student for help with the cutting of the foam-board.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 12 of 18
Art I - High School
Week 7
Unit of Study: Shape and Form
TEKS Level I (Content)
 1 B create visual solutions by elaborating on direct observation, experiences, and imagination
 3 B describe general characteristics in artworks from a variety of cultures.
 4 B select and analyze original artworks, portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents and meanings
College Prep
Vocabulary
Word Wall
 closed form
 figure-ground
 foreshortening
 form
 geometric shapes
 open form
 organic shapes
 positive and
negative shapes
 shape
 shape constancy
size constancy
Resources
The Visual Experience
Chapter 4 – Shape and Form
 Lesson 4.4 – Expressive
Qualities of Shape and
Form
 Lesson 4.7 – Studio
Experience:
Foreshortening in Figure
Study
Additional Resources:
 Teacher's Resource Binder
– p.T16
 Vocabulary List 4.1, 4.2
 Spanish Vocabulary 4.1,4.2
 Shape Quiz
 Artist Bio 8: Escher
 Linking Disciplines 4.2
 Artist Bio 16: Picasso
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 A create visual solutions by elaborating on direct observation, experiences, and
imagination
 2 B create designs for practical applications
 4 A interpret, evaluate, and justify artistic decisions in personal artworks.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 question students as the analyze the use of foreshortening as an artist technique to create drama in their
artwork
 facilitate tools and materials
 demonstrate and guide students as they develop their designs
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
22. How do artist use foreshortening
to create drama in their
paintings?
C 23. What adjustments did you have
Relev ance
to make in your drawing to make
the figure appear to recede in
space?
24. To what extent did you
experiment with different
viewpoints before deciding upon
an angle from which to draw the
model?
 Understand how artist use
Rigor


foreshortening to suggest 3-D
forms on a flat surface.
Experiment with angles from
which to draw the model in
order to create foreshortening
Create a self-portrait or a
portrait of a family member in
pencil, using foreshortening.
Strategies




Discussions
Questions
Demonstrations
Primary Resources
Assessment



Students demonstrate understanding of the use of foreshortening to create drama through classroom discussion.
Students will complete a self evaluation rubric of their final portrait.
Students will analyze their original portrait explaining their artistic decisions in writing.
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
Before: Engage
"Foreshortening"?
Have students study Charles White's Preacher on page 68.
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
After: Evaluate
Have students analyze the image based on space, point of view and emotional impact.
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
During: Check for Understanding
Have students discuss the impact of foreshortening on the subject.
Page 13 of 18
Special Education
The Visual Experience
During: Check for Understanding
 Have students use large crayons and large paper to complete their drawings.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 14 of 18
Art 1 – High School
Week 8
Unit of Study: Shape and Form
TEKS Level I (Content)
 1 B create visual solutions by elaborating on direct observation, experiences, and imagination
 4 A interpret, evaluate, and justify artistic decisions in personal artworks.
 4 B select and analyze original artworks, portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents and meanings
College Prep
Vocabulary
Word Wall
 closed form
 figure-ground
 foreshortening
 form
 geometric shapes
 open form
 organic shapes
 positive and
negative shapes
 shape
 shape constancy
 size constancy
Resources
The Visual Experience
Chapter 4 – Shape and Form
 Lesson 4.5 – Art Criticism
Step by Step: A
Contemporary Metalwork
 Lesson 4.9 – Studio
Experience: A Relief
Sculpture Collaboration
Additional Resources:
 Teacher's Resource Binder
– p.T16
 Vocabulary List 4.1, 4.2
 Spanish Vocabulary 4.1,4.2
 Shape Quiz
 Artist Bio 8: Escher
 Linking Disciplines 4.2
 Artist Bio 16: Picasso
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
Internet Resources
www.davis-art.com
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
First Grading Period
TEKS Level I (Skills and Processes)
 1 A illustrate ideas for artworks from direct observation, experiences, and imagination.
 2 A create visual solutions by elaborating on direct observation, experiences, and
imagination
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 question students as they analyze sculptural artworks
 demonstrate contour wire sculpture techniques
.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
25. Describe the three-dimensional forms
and two-dimensional shapes you see.
Are they geometric or organic?
Rigor
26. What balance is evident in the
D 27. composition?
What do you think the message or
Relev ance
theme of the work is?
28. To what extent does the work hold
your attention, arouse your curiosity,
and make you think?
29. How did the artist create rhythm and
movement in the relief work?
 Analyze and interpret contemporary



metalwork.
Evaluate the success of
contemporary metalwork.
Understand the challenges involved
in translating a 2-D image into a 2-D
form.
Develop teamwork and cooperative
skills as they produce a relief
sculpture in wood using a variety of
shapes and relief levels.
Strategies





Discussions
Questions
Demonstrations
Primary Resources
Guided art critique
Assessment



Students demonstrate understanding of art criticism concepts through classroom critiques.
Students will complete an art criticism using the process outlined in the text in writing.
Students will develop and construct a relief sculpture working in teams.
Before: Engage
"Chunghi Choo"
Have students view a variety of sculptures and study the example of Chunghi Choo sculpture.
During: Check for Understanding
Have students answer the questions on page 77 in writing.
After: Evaluate
Have students participate in a classroom critique of the sculpture using their answers during the critique.
Page 15 of 18
Special Education
Technology in the Classroom
Scan or photograph digital images of your school or your downtown. Select one image to open and
manipulate into a Nevelson style artwork. Convert the artwork done in the style of Nevelson to a value
scale. Increase the contrast, or if available, use an embossing tool or filter to simplify and abstract the
image. Select, copy, and paste parts of the image to create rhythm and movement as would be found in a
Nevelson sculpture. Save and print your image to critique.
The Visual Experience
During: Check for Understanding
 Have students work with a partner or an aid to construct their relief sculpture.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 16 of 18
Art 1 – High School
Week 9
Unit of Study: Artist Preparation for Exhibit/Art Contest/Evaluation
TEKS Level I (Content)
 3 A compare and contrast historical and contemporary styles, identifying general themes and
trends.
 3 B describe general characteristics in artworks from a variety of cultures.
 4 A interpret, evaluate, and justify artistic decisions in personal artworks.
Vocabulary
Word Wall
Resources
The Visual Experience
College Prep
Chapter 1 and 2 –
Introduction to Art
 Chapter Review
Chapter 3 – Line
 Chapter Review
Chapter 4 – Shape and Form
 Chapter Review
Optional Resources:
 Large Reproductions
 Overhead Transparencies
 Slides
 Video/DVD
First Grading Period
TEKS Level I (Skills and Processes)
 1 B create visual solutions by elaborating on direct observation, experiences, and
imagination.
 2 B create designs for practical applications.
 2 C demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:


clarify ideas, materials and methods used to create art
explain and demonstrate selection and preparation procedures
.
How to Teach
Key Questions
30. What are the steps used in art
criticism?
31. How does optical mixing occur
Rigor
when thin black lines are used on
paper?
D 32. white
Describe the difference between
Relev ance
positive shapes and negative
shapes?
Student Behaviors
Getting the Big Ideas
 Demonstrate understanding of the art


criticism format.
Demonstrate understanding of line
qualities and characteristics in master
artworks and in personal artworks.
Demonstrate an understanding of the
qualities and characteristics of shape
and form in master artworks and in
personal artwork.
Strategies




Discussions
Questions
Demonstrations
Primary Resources
Assessment



Students demonstrate understanding of art criticism through classroom critiques of master artworks and
personal artworks.
Students demonstrate understanding of line qualities in master artworks and original artworks.
Students demonstrate understanding of the qualities and characteristics of shapes and forms in master artworks
and personal artworks
Before: Engage
Art concept: techniques, materials?
Have students set up a graph that reflect the key words.
During: Check for Understanding
Have students complete the graph using art vocabulary
After: Evaluate
Have students select one of their artworks and use the art criticism format to evaluate their work.
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
Page 17 of 18
Special Education
The Visual Experience
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2008-09 High School ART I (First Grading Period – Week 1)
During: Check for Understanding
 Have students respond orally and/or partner them with a fellow student.
Page 18 of 18