VISUAL ART WEEK PLAN
National Visual Arts Standard(s)
Common Core State Standard(s)
Focus / Theme
Art Making Processes
Rationale
Learning Objective(s)
Assessments (Form & Sum)
TEACHER NAME
UNIT TITLE
Antoinette Viola
Gridded Collaboration
2014
5-8. 1a. Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and
reflect upon the effectiveness of their choices (AC)
5-8. 1b. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas (AM)
5-8. 5a. Students compare multiple purposes for creating works of art (PF)
5-8. 6a. Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural
context (HC)
25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. (AC)
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes. (HC)
26.B.3d Demonstrate knowledge and skills to create 2-and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic,
abstract, functional, and decorative. (AM)
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication, and entertainment. (PF)
Grid
Gridding “American Gothic” in groups of 2; coloring in oil pastel
By working in groups of 2, students will learn how to collaborate with peers to create a work of art. By learning to grid and enlarge, students will
learn another form of drawing. Students will give a creative twist to Grant Wood’s “American Gothic”.
1. Historical/Cultural: Students will orally compare Grant Wood’s “American Gothic” to other artist’s parodies of “American Gothic”; students will
determine if the parodies are considered art, just as much as Grant Wood’s original.
2. Art Criticism: In a written artist statement, students will evaluate the effectiveness of planning, researching, and applying personal symbols
into their printmaking mandala.
3. Philosophical Frame: Students will orally explore the many purposes behind making art.
4. Art Making: Students will work with another student (or alone if preferred) to recreate Grant Wood’s “American Gothic” following a grid;
students will add a personal twist, or parody, to make the work their own.
Formative: Ongoing feedback in gridding
Summative: Reflection and critique worksheet, rubric
GRADE
DATES
7
Materials
 Pencils
 Rulers
 Paper
 Oil pastels
Teacher Materials
 Prezi
 Teacher example
 Ruler worksheet
 Grid worksheet
Modifications / Accommodations
Frames
Visual Arts Concepts Addressed
Final Product
Key Critical Questions
Key Vocabulary
References
DAY(S)
STUDIO PRACTICE
Introduction to unit
VOCAB
Parody
Collaboration
Grid demo
Grid
Week 1:
Day 1
Week 1:
Day 2-3
Cultural:
Subjective:
“American Gothic” and its’ many parodies
Humorous expression
Elements: line, shape, color, value
Principles: balance, unity, contrast, scale/proportion
Either the male or female character in “American Gothic”, drawn and enlarged with a grid.
(Some students may just create the whole painting, if they choose to work alone and not in a group).
What is a parody?
Why would other artists recreate famous artwork? Is it plagiarism?
Why is art created? Brainstorm any and all ideas after talking about “American Gothic” and its’ parodies.
Collaboration, parody, grid, enlarge
CRIT/HIST CONTEXT
Grant Wood’s “American
Gothic”
Structural:
Grid
ACTIVITIES
Introduction: Prezi on parodies and “American Gothic”
Exit slip: Define “parody”; brainstorm 2 people in class that you would
want to work with; write down 2 parodies you could think of for “American
Gothic”
CRITICAL QUESTIONS
 What is a parody?
 Why would other artists recreate famous
artwork?
 Is it plagiarism?
 Why is art created?
Day 2:
-Gridding worksheet done in class
-ruler worksheet done in class (or taken home for homework)
Day 3:
-gridding demo on the document cam (kids work as I work)
-demo on gridding “American Gothic”

Exit slip: hand in gridding demo
Gridding and
sketching
Week
1-2:
Day
4- 10
Week 3:
Week 1: students will sit by their partners, and start to grid and draw
together
** students will collaborate to make sure their pieces line up together
perfectly; students will work with their partner to choose a theme/parody
for their “American Gothic”
Week 2: continue to draw

Week 3: students should be wrapping up drawing; and start coloring
Week 3: Day 15: last day in class to work
Critique and reflection due with “American Gothic”


Teacher Notes/Reflections