Copyright © 2011 by
Curriculum Framework for Visual Arts
School: Sussex Academy of Arts and Sciences Curricular Tool: NA Course: __Art I__
Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
Unit One: Essentials of Drawing Balance/Composition
Timeline : 3 weeks
1.1 (E) Select and use different
media, techniques and
processes that are used to create
works of art
1.4 (E) Demonstrate how a
single medium or technique can be
used to create multiple effects in
works of art
2.1 (E) Identify the elements of
art
2.2 (E) Select and use the
elements of art in works of art
2.3 (E) Identify the principles of
design
2.8 (E) Select and apply the
knowledge of the elements of art
and principles of design to
convey ideas in works of art
5.1 (E) Discuss how individual
experiences influence personal
works of art
5.3 (E) Describe personal
responses to selected works of art
Concepts:
Basics of drawing shapes, contour
lines, and shading.
Composition
Big Ideas:
Artists create works of art employing
both conscious and intuitive thought.
Art may be created solely to fulfill a
need to create.
Essential Questions:
What is art?
What makes art more or less
authentic?
To what extent can media be
manipulated using a variety of
techniques and processes?
Learning Targets:
Students will create works of art that
use specific principles to solve visual
problems.
Students will demonstrate skill in
observation from real life to present
convincing, accurately rendered
objects or subject matter
Students will understand the
difference of contrast in a drawing.
Students will be able to use different
shading techniques to create one
drawing.
Suggested Formative Assessment:
Self evaluation
Participation in oral class discussions
Vocabulary splash
Suggested Summative Assessment:
Quizzes
Participation readings
Rubrics
Sketchbook entries
Art Project: Student will create a 3 day
long still life drawing, starting with
contour lines. Students will use shading
to create depth
Art Project: Students will create a
contour line drawing of objects using the
overlapping techniques. Students will use
pen to go back in over top of pencil.
Sketchbook options:
* Illustrate your favorite poem
* Draw the contents of a trash can
* Drawing of a house
* Draw an object with a surface texture.
* Draw tools used in certain professions
* Draw a tennis shoe
* Draw a large jar and fill it up with
something (candy, toys, rock, etc)
* Design a school desk
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
* Draw your favorite snack food
* Draw an object melting
* Draw a bowl of fruit, shade it.
* Draw hands holding something
* Draw a mechanical object
* word picture: select a word that brings
to mind a mental picture, draw the word
as the shape of the object, such as the
word apple in the shape of an apple, or
apples spelling out the word.
* Draw popcorn
* Keyhole: what would you see through a
key hole?
Unit Two: Line
Timeline: 2 weeks
1.1 (E) Select and use different
media, techniques and processes
that are used to create works of art
1.2 (E) Use selected two
dimensional and three-
dimensional media to
communicate ideas
1.4 (E) Demonstrate how a
single medium or technique can be
used to create multiple effects in
works of art
2.1 (E) Identify the elements of art
2.2 (E) Select and use the
elements of art in works of art
2.3 (E) Identify the principles of
design
Concepts:
contour lines
Blind contours
Principles of perspective
Vanishing points
Vertical, parallel, perpendicular lines
Big Ideas:
Artists must understand media,
techniques and process as tools to
communicate
Artists consider multiple approaches to
visual problems
Form and function may or may not be
Essential Questions:
Why is perspective important in
creating a drawing?
To what extent can media be
manipulated using a variety of
techniques and processes?
How can lines express emotion?
Why is value an important part of the
line design?
To what extent does good design
integrate form with function?
Learning Targets:
Students will be able to create a
piece using different types of lines
Suggested Formative Assessment:
Self evaluation
Participation in oral class discussion
Participation in readings
Vocabulary splash
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Sketchbook entries
Art Project:
Students will create a line design using
lines to create movement, and pattern.
Students will also look at rectangle
patterns to create this piece. Students
will need to create balance with black
and white, and have depth.
Art Project:
Students will create a 2 point drawing
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
2.9 (E) Plan, design and execute
multiple solutions to challenging
visual arts problems
related one to the other
Pieces of work have personality and
mood.
while using black ink.
Students will be able to create still
life line drawings t using contour
lines.
Students will be able to include
perspective-two point into their
composition
Interpret the effect line structures
have on a piece.
using just implied lines. Students will
create a mini city using 2 point
perspective.
Sketchbook options:
Students will journal daily with the
following suggestions for sketches and
only instruction that work must be solely
created using lines:
* Illustrate your favorite poem
* Draw the contents of a trash can
* Drawing of a house
* Draw an object with a surface texture.
* Draw tools used in certain professions
* Draw a tennis shoe
* Draw a large jar and fill it up with
something (candy, toys, rock, etc)
* Design a school desk
* Draw your favorite snack food
* Draw an object melting
* Draw a bowl of fruit, shade it.
* Draw hands holding something
* Draw a mechanical object
* word picture: select a word that brings
to mind a mental picture, draw the word
as the shape of the object, such as the
word apple in the shape of an apple, or
apples spelling out the word.
* Draw popcorn
* Keyhole: what would you see through a
key hole?
Unit Three: Color/Value
Timeline: 3 weeks
2.2 (E) Select and use the
elements of art in works of art
Concepts:
Color wheel
How has art changed through time?
Why is understanding the color
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
2.3 (E) Identify the principles of
design
2.5 (E) Evaluate works of art in
terms of structure and function
4.4 (E) Speculate on how history
and culture give meaning to a
work of art
4.7 (D/P) Describe how the visual
arts influence history and cultures
5.4 (E) Analyze works of art to
speculate why they were created
Tint
Tone
Shade
Monochromatic, analogous and
complimentary colors
Big Ideas:
Form and function may or may not be
related one to the other.
Art is a form of expression that
employs a system of visual symbols.
Subject matter, symbols and ideas are
all rooted in culture.
Reflection, assessment and refinement
are key steps in the process of creating
art.
wheel an important part of art?
Learning Targets:
Students will be able to: mix colors
and create color relationships based
on the color wheel.
Students will understand the value
scale of monochromatic colors,
tones, complimentary, warm, and
cool
Students will experiment with
painting styles based on
impressionist and post-impressionist
examples
Students will paint an abstract
composition from realistic still-life
images
Students will verbalize about color
theory in a critical format
Participation in readings
Vocabulary splash
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
Students will create a color scheme
portrait piece. Students will draw a
portrait of either themselves from a
photograph or someone famous. Their
choice. Once they are done drawing the
portrait, they will then break the paper
into quadrants. Each quadrant will be a
different color scheme.
Art Project:
Students will learn about Matisse and
working with bright colors, and balance.
Students will create a Fauvist piece using
foreground, Middle-ground and
background.
To understand color, make your own
creative color wheel using the primary
secondary and tertiary colors.
Unit Four: Pattern/Rhythm/Movement
Timeline: 3 weeks
1.1 (E) Select and use different
media, techniques and processes
that are used to create works of art
1.6 (E) Identify different media,
techniques and processes that
are used to create works of art
Concepts:
focal point
visual tempo
Big Ideas:
Artists make thoughtful choices in
creating works of art.
Essential Questions:
How can movement be created
without sacrificing unity and
elements in the design?
How are symbols used to influence a
piece of art?
Learning Targets:
Suggested Formative Assessment:
Self evaluation
Participation in oral class discussions
Participation readings
Vocabulary splash
Sketchbook entries
Suggested Summative Assessment:
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
2.2 (E) Select and use the
elements of art in works of art
2.7 (E) Select and use the
principles of design in works of
art
3.1 (E) Identify subject matter,
symbols and ideas in works of art
3.2 (E) Integrate a variety of
sources for subject matter,
symbols and/ or ideas which best
communicate an intended meaning
in works of art
Artists use a variety of techniques and
processes to manipulate media to
achieve desired effects.
Artists must understand media,
techniques and process as tools to
communicate.
Art is a form of expression that
employs a system of visual symbols.
Art is a universal symbol system that
transcends language barriers.
Students will able to define unit
vocabulary and identify its use in art.
Students will be able to integrate
rhythm and movement into pattern
Students will create movement
through placement of motion
Quizzes
Presentation rubrics
Art Project:
For this project, you will first design 15-
20 motifs that fit inside a 1 inch square.
Next, you will choose your favorite 5-7
motifs to repeat. These combined motifs
will form your pattern by the interaction
of the positive and negative spaces. The
pattern will be created with black sharpie
marker or colored pencils on white or
colored paper.
Model an animal in clay using a
geometric form. Add head tail and large
features as well as details and textures.
Unit Five: Shape/contrast/balance
Timeline: 3 weeks
1.1 (E) Select and use different
media, techniques and
processes that are used to create
works of art
1.5 (E) Compare and contrast the
different effects created by
various two-dimensional and
three-dimensional works of art
1.6 (E) Identify different media,
techniques and processes that
Concepts:
types of shapes
shapes and form
balanced composition
Big Ideas:
The process of choosing and
evaluating subject matter, symbols and
ideas may be deliberate or intuitive.
Art is a form of expression that
Essential Questions:
How has Pop and op art influenced
our society?
Learning Targets:
Students will create a composition
creating the illusion of a 3D form on
a 2D surface.
Students will create a piece defining
the difference between shape and
form
Suggested Formative Assessment:
Self evaluation
Participation in oral class discussions
Participation in readings
Vocabulary splash
Sketchbook entries
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
are used to create works of art
2.1 (E) Identify the elements of art
2.4 (E) Analyze the elements of
art
2.5 (E) Evaluate works of art
in terms of structure and function
3.1 (E) Identify subject matter,
symbols and ideas in works of art
employs a system of visual symbols.
Artists create works of art employing
both conscious and intuitive thought.
Students will create their own personal
mandala. Students will look at work
from John DeMarco and base their
designs off of symmetry.
Your design must exhibit symmetry,
either rotational or bilateral or both, and
you must be able to explain the type of
symmetry used. The colors and other
elements you use to fill in the areas of the
design do not necessarily have to be
symmetrical. You can use different
colors, with balance to create your
different sections.
Unit Six: The Golden Mean to an End (DOE Model Unit)
Timeline: 4 weeks
1.1 (E) Select and use different
media, techniques and processes
that are used to create works of art
1.2(E) Use selected two
dimensional and three-
dimensional media to
communicate ideas
2.3 (E) Identify the principles of
design
2.5 (E) Evaluate works of art
in terms of structure and function
2.6 (E) Analyze the principles
of design
2.7 (E) Select and use the
principles of design in works of
art
Design is inherent in nature.
Essential Questions:
To what extent does good design
integrate form with function?
How is design expressed in the
natural and human-made
environment?
What makes a great work of art?
How might science and art be
related?
Suggested Formative Assessment:
Self evaluation
Participation in oral class discussion
Participation in readings
Vocabulary splash
Sketchbook entries
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Figure Drawing/Portraiture
Rubrics
Portfolio Review
Written Responses to WebQuest
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
2.9 (E) Plan, design and execute
multiple solutions to challenging
visual arts problems
3.2 (E) Integrate a variety of
sources for subject matter,
symbols and/ or ideas which best
communicate an intended meaning
in works of art
4.1 (E) Identify historical and
cultural characteristics of works of
art
4.2 (E) Describe how the arts
and artists influence each other
across history and cultures
4.3 (E) Compare the purpose
of works of art and design in
history and cultures
4.4 (E) Speculate on how history
and culture give meaning to a
work of art
4.5 (E) Describe and differentiate
the roles of artists in society
across history and cultures
5.2 (E) Identify ways the visual
arts are used as communication
5.3 (E) Describe personal
responses to selected works of art
6.3 (E) Describe and/or
demonstrate how skills transfer
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
between the visual arts and other
disciplines
Unit Seven: 3D arts
Timeline: 4 weeks
1.1 (E) Select and use different
media, techniques and
processes that are used to create
works of art
1.2 (E) Use selected two
dimensional and
three-dimensional media to
communicate ideas
2.1 (E) Identify the elements of
art
2.9 (E) Plan, design and execute
multiple solutions to challenging
visual arts problems
2.10 (P/E) Analyze how the
elements of art and principles of
design applied through various
media, techniques and processes
produce different effects
3.2 (E) Integrate a variety of
sources for subject matter,
symbols and/ or ideas which best
communicate an intended meaning
4.1 (E) Identify historical and
cultural characteristics of works of
art
Concepts:
figurative art
Free standing
sculpture in the round
Big Ideas:
Artists use a variety of techniques and
processes to manipulate media to
achieve desired effects.
Form and function may or may not be
related one to the other.
The process of choosing and
evaluating subject matter, symbols and
ideas may be deliberate or intuitive.
Essential Questions:
How does art influence culture?
What design and technical
considerations are necessary for
successful work with clay?
Learning Targets:
Students will be able to create a
standing 3d sculpture.
Students will demonstrate the coil,
pinch and drape techniques when
working with clay.
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Participation readings
Sketchbook entries
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
Students will create a linear toothpick
structure. Students will use 100
toothpicks and Styrofoam to create a
sculpture in the round. Once you create a
sculpture of toothpicks you will then be
able to spray paint the toothpicks.
Art Project:
Students will be able to create a series of
clay pieces using the coil, pinch, and
drape techniques. Students will create
one each.
Participate in a Web Museum Tour and
take particular attention to paintings of
people. Select a painting of a person and
write several paragraphs about that
person using your imagination. Try to
describe what the person is feeling ot
thinking about. Imagine what it might
be like to live during the period of the
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
5.7 (E) Describe how a work of
art can convey a voice of one or a
voice of many in works of art
painting. Include the organization of the
painting as it relates to the elements of
art.
To understand applied arts, create a
functional piece of art work from clay.
By your choice of decoration, make the
piece pleasing to the viewer.
Unit Eight: Printmaking
Timeline: 4 weeks
1.1 (E) Select and use different
media,
techniques and processes that are
used to create works of art
1.2 (E) Use selected two-
dimensional and three-
dimensional media to
communicate ideas
1.4 (E) Demonstrate how a
single medium or technique can be
used to create multiple effects in
works of art
2.1 (E) Identify the elements of art
2.9 (E) Plan, design and execute
multiple solutions to challenging
visual arts problems
2.10 (P/E) Analyze how the
elements of art and principles of
design applied through various
media, techniques and processes
produce different effects
Concepts:
Positive/Negative Space
Storytelling
Value
mark making
Big Ideas:
Art may be created solely to fulfill a
need to create.
Art is a universal symbol system that
transcends language barriers.
Every work of art has a point of view.
Artists must understand media,
techniques and process as tools to
communicate.
Essential Questions:
What makes printmaking different
from drawings?
What determines good craftsmanship
in a print?
Learning Targets:
Students will be able to create a print
using multiple techniques such as
chincolet, mono print, and stencils.
Students will visualize and
demonstrate concepts through
printmaking.
Students will use critical and
analytical methods of problem
solving to visualize their concepts
via various printmaking techniques
Students will demonstrate an
understanding of figure-ground
relationships.
Suggested Formative Assessment:
Self evaluation
Discussion
Participation in readings
Sketchbook entries
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
Students will create an illustration
through a block print. Students will
come up with a social idea and transfer to
a block. They will then print the block
onto block printing paper.
Students will learn about Andy Warhol
and Roy Lichenstein. Students will
create a block print, using
positive/negative space and the concept
of Pop Art. Students’ piece will be
bright and multiple colors. Students will
also use the chincolet technique in their
blocks that they print.
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Standards Alignment
Unit Concept
Big Ideas
Essential Questions
Student Learning Targets
Assessments
3.4 (E) Select and use subject
matter, symbols and ideas to
communicate meaning in works of
art
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Copyright © 2011 by
Curriculum Framework for Visual Arts
School: Sussex Academy of Arts and Sciences Curricular Tool: NA Course: __Art II__
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
Unit One: Balance and Composition
Timeline : 3 weeks
1.2 (E) Use selected two-
dimensional and three-
dimensional media to
communicate ideas
1.4 (E) Demonstrate how a single
medium or technique can be used
to create multiple effects in works
of art.
1.7 (E) Describe how media and
techniques are used to create two-
dimensional and three
2.1(E) Identify the elements of art
2.3 (E) Identify the principles of
design
5.1 (E)Discuss how individual
experiences influence personal
works of art
5.2 (E) Identify ways the visual
arts are used as communication
6.4 (E) Describe how learning in
the visual arts helps develop
essential skills for life and the
workplace dimensional works of
art
Essential Question:
How do I draw objects in proper
proportion to objects around them?
Learning Targets:
Students will develop different points
of view of an idea.
Students will determine the
structures and values of a
composition with thumb nail
sketches.
Students will compare the effects of
various line placements.
Students will plan overall balance in
a composition.
Students will justify best color
scheme to use through thumb nail
sketches.
Students will use measuring
techniques to establish placement
and relative proportions.
Students will investigate ways to
incorporate texture in a work
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbooks
Participation in readings
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Projects:
Students will create a still life drawing
using different value pencils. Students
will break the drawing up, and change
the light and darks. Students will change
the positive and negative space.
Students will learn about Chuck Close.
Students will create a piece based around
the concept of Chuck Close, and use
colored pencils to create lines and
texture.
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Standards Alignment
Essential Questions
Student Learning Targets
Assessments
Unit Two: Line/texture and value (See Attached unit Lines and Texture)
Timeline: 3 weeks
2.2 (E) Select and use the
elements of art in works of art
2.3 (E) Identify the principles of
design
2.7 (E) Select and apply the
knowledge of the elements of art
and principles of design to convey
ideas in works of art.
3.4 (E) Select and use subject
matter, symbols and ideas to
communicate meaning in works of
art.
4.6 (D/P) Describe how history
and cultures influence the visual
arts
5.4 (E) Analyze works of art to
speculate why they were created
6.1 (E) Compare and contrast
relationships and characteristics
between the visual arts and other
disciplines
Essential Questions:
How can the illusion of texture be
created in a drawing?
How can texture be manipulated to
help create a dominant area in a work
of art?
Learning Targets:
Students will produce a simulated
texture collage where textures are
used out of context.
Students will be able to use mixed
media to create a portrait piece using
lines and texture.
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbooks
Participation readings
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Projects:
Students will create a morphed drawing.
Students will take two photographs and
morph them together. Once they are
done the drawing, the students will use
pen and ink to complete the drawing.
Students will learn about Surrealism, and
the master painters. Students will learn
about Dali, Magritte, and Bev Doolittle.
Students will create a Surrealist piece
using one of these artists as a guide.
Students will then use colored pencil to
complete the drawing.
Unit Three: Color
Timeline: 3 weeks
2.2 (E) Select and use the
elements of art in works of art
2.3 (E) Identify the principles of
design
Essential Questions:
Why is it important to understand
how to create layers while painting?
Learning Targets:
Students will be able to associate
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbooks
Participation in readings
Suggested Summative Assessment:
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Standards Alignment
Essential Questions
Student Learning Targets
Assessments
2.5 (E) Evaluate works of art
in terms of structure
and function
3.2 (E) Integrate a variety of
sources for subject matter,
symbols and/or ideas which best
communicate an intended meaning
in works of art
4.4 (E) Speculate on how history
and culture give meaning to a
work of art
4.7 (D/P) Describe how the visual
arts influence history and cultures
5.4 (E) Analyze works of art to
speculate why they were created
colors to the historical styles of art
in terms of color application.
Students will produce a work of art
that transmits a message through the
use of color symbolism.
Students will use skills used in
perspective to create an abstract
painting.
Students will demonstrate use of
acrylic paint mixing and application
to the canvas through the completed
project.
Quizzes
Presentation rubrics
Use tempera or acrylic to paint a line
drawing of features in Greek architecture.
Use analogous colors. Use contrasting
values to emphasize the interesting or
important parts of the painting. Create a
mood such as pleasant and inviting or
somber and forbidding.
Unit Four: Pattern/Rhythm/Movement
Timeline: 3 weeks
1.2 (E) Use selected two-
dimensional and three-
dimensional media to
communicate ideas
1.4 (E) Demonstrate how a single
medium or technique can be used
to create multiple effects in works
of art
1.6 (E) Identify different media,
techniques and processes that
are used to create works of art
2.2 (E) Select and use the
elements of art in works of art
How can I use the elements to help
create the principle of movement?
Learning Targets:
Students will be able to explore and
understand prospective content
for works of art select and choose
subject matter, symbols, and ideas to
communicate meaning.
Students will be able to create a piece
in kinetic art with the understanding
of mobiles.
Students will understand and create
thumbnail sketches and pieces using
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbooks
Participation in readings
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
Students will learn about Alexander
Calder’s Mobiles, and metals jewelry.
Students will first draw out ideas for a
linear mobile. Students need to figure
out what materials would be used in their
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Standards Alignment
Essential Questions
Student Learning Targets
Assessments
2.7 (E) Select and use the
principles of design in works of art
3.1 (E) Identify subject matter,
symbols and ideas in works of art
3.2 (E) Integrate a variety of
sources for subject matter,
symbols and/ or ideas which best
communicate an intended meaning
in works of art
4.1 (E) Identify historical and
cultural characteristics of works of
art
Alexander Calder’s work as a guide.
product. Students would then go on to
build their own Mobile from metals.
Art Project:
Students will use lines to create motion.
They will create an optical illusion that
spirals and moves in and out with either
using black and white, or two contrasting
colors. The lines will bend. Use the idea
of thick and thin lines to create motion.
Create a pointillism painting by choosing
a simple outdoor object as your subject.
Study the subject carefully in different
light situations or at different times of the
day. Paint the object in a variety of
ways.
Working in small groups design a mural
for your school that makes a strong visual
statement about your community.
Unit Five: Shape/contrast/balance
Timeline: 4 weeks
1.1 (E) Select and use different
media, techniques and processes
that are used to create works of art
1.5 (E) Compare and contrast the
different effects created by
various two-dimensional and
three-dimensional works of art
1.6 (E) Identify different media,
techniques and processes that
are used to create works of art
2.1 (E) Identify the elements of art
Essential Questions:
What is the difference between
positive and negative space?
How does one go about creating
open form in 2D art?
Learning Targets:
Students will be able to create a piece
using figure-ground relationships in
graphic art.
Students will create compositions
that use contrast the concept of
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Participation in readings
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
Students will produce foreshortened
shapes using ellipses and trapezoids.
Students will also use organic and
geometric shapes and forms, and open &
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Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
2.4 (E) Analyze the elements of
art
2.5 (E) Evaluate works of art
in terms of structure and function
3.1 (E) Identify subject matter,
symbols and ideas in works of art
foreshortening
closed forms.
Students will create a pen and ink
drawing using foreshortening, and shapes
to create positive and negative space.
Students will draw their ideas with the
shapes on paper first. Once approved
students will then use pen and ink to fill
in the areas. Students will use the
concept of overlapping shapes and using
different sizes to have a foreground,
middle ground and background.
Create a negative shape painting by
painting a large branch where most but
not all the leaves have been removed.
Make sure the leaves and branches run
off the paper. Use tempera or acrylic and
paint only the negative shapes. Use a
variety of 2 complementary colors.
Follow the art critique system of
“describe, analyze, interpret and judge”
Unit Six: Artistic Baggage (see attached unit)
Timeline: 5 weeks
4.1 (E) Identify historical and
cultural characteristics of works of
art
4.2 (E) Describe how the arts and
artists influence each other across
history and cultures
4.3 (E) Compare the purpose of
works of art and design in history
and cultures
4.4 (E) Speculate on how history
and culture give meaning to a
Essential Questions:
Why do artists select one medium
over another?
To what extent is a work of art
dependent upon the point of view of
the artist?
To what extent is a work of art
dependent upon the point of view of
the viewer?
How and why is art used as a vehicle
Suggested Formative Assessment:
Sketchbook tasks
Vocabulary splash
Experiments with creating texture
Teacher observation
Design Charts for self, peer and artist
assessment
Suggested Summative Assessment:
Students to write an entry in their
sketchbooks about their personal
emotional baggage. If they wish for this
I-15
Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
work of art
4.5 (E) Describe and differentiate
the roles of artists in society across
history and cultures
4.6 (D/P) Describe how history
and cultures influence the visual
arts
4.7 (D/P) Describe how the visual
arts influence history and cultures
5.1 (E) Discuss how individual
experiences influence personal
works of art
5.2 (E) Identify ways the visual
arts are used as communication
5.3 (E) Describe personal
responses to selected works of art
5.4 (E) Analyze works of art to
speculate why they were created
5.5 (E) Evaluate the artist's intent
and effectiveness in
communicating ideas and
emotions in works of art
5.6 (E) Apply visual arts
vocabulary when reflecting upon
and assessing works of art
5.7 (E) Describe how a work of art
can convey a voice of one or a
voice of many
for communication?
What is art?
How does the use of specific
symbols influence the meaning of a
work of art?
What makes art more or less
authentic?
Learning Targets:
Compare, analyze, and discuss
works of art.
Use technology to locate and
access resources.
Talk about and critique their
personal work
Organize visual information.
to be considered “private” they may put a
cover sheet over the page indicating so.
Students will choose poems that
represents them in different states of
emotion, and illustrate themselves in that
state: where are you, what are your
surroundings, are you alone or
surrounded by others?, etc. Through the
use of this working definition of
“emotional baggage” and the daily
journaling through both sketching and
writings/reflections, the students will
have a plethora of sources from where
they can draw inspiration for their final
products in this unit.
Students create thumbnail sketches of
their “emotional baggage” and use these
sketches to create repeated patterns, unity
and variety and a sense of movement on
their suitcases.
Portfolio selections with summary of the
processes used to complete selected work
Artist study
Vocabulary quiz
I-16
Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
6.1 (E) Compare and contrast
relationships and characteristics
between the visual arts and other
disciplines
6.2 (E) Compare the use of
technology, media and processes
of the visual arts with other
disciplines
6.3 (E) Describe and/or
demonstrate how skills transfer
between the visual arts and other
disciplines
6.4 (E) Describe how learning in
the visual arts helps develop
essential skills for life and the
workplace
Unit Seven: Unity and Harmony
Timeline: 4 weeks
1.2 (E) Use selected two
dimensional and three-
dimensional media to
communicate ideas
1.4 (E) Demonstrate how a single
medium or technique can be used
to create multiple effects in works
of art
1.5 (E) Compare and contrast the
different effects created by various
two-dimensional and three-
dimensional works of art
Essential Question:
Why is unity important in a
composition?
Learning Targets:
Students will be able to create a piece
that uses the art principles.
Students will be able create a
painting in a landscape form
Analyze works of art for use of unity
and harmony
Organize visual elements of produce
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbook
Participation in readings
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Projects:
Browse the Classical section of North
Carolina Museum of Art Web and choose
one Greek or Roman piece in the
collection. After examining the artwork,
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Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
2.2 (E) Select and use the
elements of art in works of art
2.3 (E) Identify the principles of
design
2.7 (E) Select and use the
principles of design in works of art
2.10 (P/E) Analyze how the
elements of art and principles of
design applied through various
media, techniques and processes
produce different effects
3.5 (E) Describe and differentiate
the origins of specific subject
matter, symbols and ideas in
works of art
4.2 (E) Describe how the arts and
artists influence each other across
history and cultures
5.6 (E) Apply visual arts
vocabulary when reflecting upon
and assessing works of art
unity in a work of art
Manipulate unity while still
maintaining variety
describe and analyze the artist’s use of
elements and principles. Explain the idea
you think the artist was trying to
communicate. Identify the elements used
in these styles of art that create the idea
of unity and/or harmony. Once students
feel they have analyzed the piece for the
effective communicative elements, they
mimic those elements in a Greek or
Roman inspired piece of their own
creation, clearly indicating which
elements they chose to use from thei9r
chosen style.
Unit Eight: Portrait Study
Timeline: 4 weeks
1.1 (E) Select and use different
media, techniques and
processes that are used to create
works of art
1.2 (E) Use selected two
dimensional and
three-dimensional media to
Essential Questions:
Why is it important to get facial
features proportionately accurate?
Learning Targets:
Students will be able to create a
portrait study that is realistic.
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbook
Participation in readings
Suggested Summative Assessment:
Quizzes
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Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
communicate ideas
2.1 (E) Identify the elements of art
2.9 (E) Plan, design and execute
multiple solutions to challenging
visual arts problems
2.10 (P/E) Analyze how the
elements of art and principles of
design applied through various
media, techniques and processes
produce different effects
3.2 (E) Integrate a variety of
sources for subject matter,
symbols and/ or ideas which best
communicate an intended meaning
in works of art
4.1 (E) Identify historical and
cultural characteristics of
works of art
5.7 (E) Describe how a work of art
can convey a voice of one or a
voice of many
Students will be able to create a
portrait study from a photograph and
morph it into something new.
Students will discuss works of art
which portray a variety of people and
facial expression
Students will accurately portray
forms and features of the face
Experiment with color/techniques of
drawing portraits
Presentation rubrics
Art Projects:
Students will create a portrait from a
photograph. Students will use multiple
photographs to add people to create a
portrait collage in a drawing form.
Students will look at Realist painters.
Students will use charcoal to create a
high contrast finished product. All in
realist form.
Investigate the work of Kandinsky.
Choose an emotion you can visually
communicate. Pick a medium and create
the emotion as a painting or visual
message.
Unit Nine: Printmaking
Timeline: 4 weeks
1.1 (E) Select and use different
media, techniques and processes
that are used to create works of art
1.2 (E) Use selected two-
dimensional and three-
dimensional media to
communicate ideas
Essential Questions:
What makes good craftsmanship in a
print?
How is Pop Art influential?
Learning Targets:
Students will be able to create
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbook
Participation in readings
Suggested Summative Assessment:
Quizzes
I-19
Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
1.4 (E) Demonstrate how a
single medium or technique can be
used to create multiple effects in
works of art
2.1 (E) Identify the elements of art
2.9 (E) Plan, design and execute
multiple solutions to challenging
visual arts problems
2.10 (P/E) Analyze how the
elements of art and principles of
design applied through various
media, techniques and processes
produce different effects
3.4 (E) Select and use subject
matter, symbols and ideas to
communicate meaning in works of
art
4.2 (E) Describe how the arts
and artists influence each other
across history and cultures
4.7 (D/P) Describe how the visual
arts influence history and cultures
multiple prints with each technique.
Students will be able to choose a
style from the Pop Art movement
and create a multiple piece project
from each technique.
Presentation rubrics
Art Projects:
Students will be working with different
printing techniques. Students will watch
an Andy Warhol documentary. They will
sketch out a piece in the Pop Culture
style.
Students will create a monoprint from
their sketches. Students will then create
an etching, and print the Pop art from the
etching. Students will create t-shirts with
silk screening.
Unit Ten: Cartooning and Illustration
Timeline: 4 weeks
1.1 (E) Select and use different
media, techniques and processes
that are used to create works of
art
1.6 (E) Identify different media,
Essential Questions:
How are comics different than
storytelling?
How have comics and illustration
changed through history?
Suggested Formative Assessment:
Self evaluation
Participation in oral discussion
Sketchbook
Participation in readings
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Copyright © 2011 by
Standards Alignment
Essential Questions
Student Learning Targets
Assessments
techniques and processes that are
used to create works of art
2.2 (E) Select and use the
elements of art in works of art
2.7 (E) Select and use the
principles of design in works of
art
2.8 (E) Select and apply the
knowledge of the elements of
design to convey ideas in works
of art
3.4 (E) Select and use subject
matter, symbols and ideas to
communicate meaning in works
of art
3.6 (E) Analyze how the use of
subject matter, symbols and ideas
are used in works of art
4.5 (E) Describe and differentiate
the roles of artists in society
across history and cultures
Learning Targets:
Students will create a cartoon
reflecting today’s society.
Students will analyze illustrations
from various books.
Students will be able to construct an
illustration to explain or teach.
Students will be able to design an
illustration for a specific purpose
Compare comics to storytelling
Create an original character
Analyze and compare cartoons
historically
Suggested Summative Assessment:
Quizzes
Presentation rubrics
Art Project:
Students will look at newspapers and
magazines to compare and contrast
political and comedic cartoons. Students
will use color pencil to sketch their own
cartoon. They will come up with a
storyboard, and present the storyboard.
Once approved students will then use
illustration board to create their cartoon.
When completed cartoon on story board,
they will then blow up one part of the
cartoon onto matte board, and create a
painting of that piece of the cartoon.
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Delaware Model Unit
Design Art – The Golden Mean to an End
Unit Title: The Golden Mean to an End
Designed by: Don Golacinski
District: Sussex Technical School District
Content Area: Design Art
Grade Levels: 9–12
Time Frame: 8 to 10 Classes
Searchable Key Words: Golden Mean, Golden Ratio, Golden Spiral, Phi, The Divine
Proportion, Fibonacci Numbers, Parthenon, Vitruvian Man
________________________________________________________________________
Summary of Unit
This unit of instruction is designed to guide students through the interesting applications of
the Golden Mean by uncovering the geometry inherent in nature and apply these principles
to design and creation of art. We will explore how artists use this Golden Ratio as a means
of organizing a work of art to create masterpieces throughout history. Students will be
introduced to the mathematical properties of the Golden Mean and select patterns from
nature to inspire original compositions. Students will begin by searching how the Golden
Ratio appears in everyday objects with which they come in contact. The unit will explore
examples found in nature and how the ancient Egyptians, the Mayans, and Greeks
incorporated it into their art, architecture, and designs. Lessons and activities within the
unit are adapted from work by Dr. David L. Narain (2001),
http://cuip.uchicago.edu/~dlnarain/golden/, of Chicago Public Schools and Grace Hall,
http://www.princetonol.com/groups/iad/lessons/high/Grace-golden.htm (source is Princeton
Online), of Wilkes Central High School, Wilkesboro, North Carolina.
________________________________________________________________________
Charter School Unit Modification
Guiding Questions
1. Why was this model unit of instruction selected as part of your schools’ curricular submission?
This unit of instruction was selected as part of the Sussex Preparatory Academy’s curricular
submission because it is an exemplary unit of instruction, integrating visual arts, English
language arts, mathematics and social studies seamlessly into one unified unit of instruction.
There is built in instruction as well as performance tasks that cater to the needs of a diverse set of
learners with a diverse set of skills and provides opportunities for all learners to become
interested and fell successful throughout the course of the unit.
2. What modifications have been made to the model unit of instruction to meet the specific needs of
the student population your school serves?
No modifications have been made to this unit of instruction.
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3. What modifications have been made to the model unit of instruction that reflect the resources
(human, time, building, technology etc.) available to your school?
No modifications have been made to this model unit of instruction. The resources at the Sussex
Preparatory Academy are appropriate for an effective delivery of this unit as is.
4. Describe any other modifications that have been made to the model unit of instruction that will
assist in the curricular review for your school.
There were no modifications made to this unit of instruction.
Stage 1 – Desired Results
(What students will know, do, and understand)
________________________________________________________________________
Delaware Content Standards
Include those addressed in Stage 3 and assessed in Stage 2.
Primary Standards and PLEs
Visual Art
Standard 1: Understanding and applying media, techniques and process.
1.1 – Select and use different media, technologies and processes that are used to
create works of art.
1.2 – Use selected two-dimensional and three-dimensional media to communicate
ideas.
Standard 2: Using knowledge of structures and functions.
2.3 – Identify the principles of design.
2.5 – Evaluate works of art in terms of structure and function.
2.6 – Analyze the principles of design.
2.7 – Select and use the principles of design in a work of art.
2.9 – Plan, design and execute multiple solutions to challenging visual art problems.
Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas.
3.2 – Integrate a variety of sources for subject matter, symbols and/or ideas which
communicate an intended meaning in a work of art.
Secondary Standards and PLEs
Visual Art Standards and PLEs
Standard 4: Understanding the visual arts in relation to history and cultures –4.1, 4.2,
4.3, 4.4, 4.5.
Standard 5: Reflecting upon and assessing the characteristics and merits of their works
of others – 5.2, 5.3.
Standard 6: Making connections between visual arts and other disciplines – 6.3.
English Language Arts Standards and GLEs
Standard 1: Use written and oral English appropriate for various purposes and
audiences.
1.3 (9–12) – Writers will produce examples that illustrate the following discourse
classifications: by the completion of the grade, writers will be able to write
persuasive, informative and expressive pieces.
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Mathematics Standards and GLEs
Standard 7: Communication (Grades 9-12) - Students will be able to organize and
consolidate their mathematical thinking through communication.
Standard 8: Connections (Grades 9-12) - Students will be able to recognize and use
connections among mathematical ideas; Students will be able to recognize and apply
mathematics in contexts outside of mathematics.
History Standards and GLEs
Standard 1: Grades 9-12 - Students will analyze historical materials to trace the
development of an idea or trend across space or over a prolonged period of time in order
to explain patterns of historical continuity and change.
Standard 2: Grades 9-12 - Students will develop and implement effective research
strategies for investigating a given historical topic.
Big Idea
Transferable core concepts, principles, theories, and processes from the Content Standards.
Design is inherent in nature.
Unit Enduring Understandings
Full-sentence, important statements, or generalizations that specify what students should understand from
the Big Ideas(s) and/or Content Standards and that are transferable to new situations.
Students will understand that:
Design is a plan and process.
Artists make thoughtful choices in creating works of art.
Form and function may or may not be related to one another.
Art is a universal symbol system that transcends language barriers.
Timeless works of art are deemed important for a variety of reasons.
Reflection, assessment, and refinement are key steps in the process of creating art.
There is a relationship between mathematics and visual art.
Design is thinking creatively.
Unit Essential Questions
Open-ended questions designed to guide student inquiry and learning.
How is design expressed in the natural and human-made environment?
To what extent does good design integrate form with function?
What makes a great work of art?
How might science and art be related?
Knowledge and Skills
Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2.
Students will know…
The Golden Mean as a means of organizing a work of art.
How artists have used the Golden Mean to create masterpieces throughout history.
Art vocabulary: Golden Mean, Golden Ratio, Golden Spiral, Phi, The Divine Proportion,
Fibonacci Numbers, Parthenon, Vitruvian Man.
Historic information about art relating to the Golden Mean.
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4
Students will be able to…
Compare, analyze, and discuss works of art.
Design and complete compositions based upon the Golden Mean.
Organize visual information.
Use technology to locate and access resources.
Talk about and critique their personal work.
Identify works of art that illustrate the Golden Mean.
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Stage 2 – Assessment Evidence
(Evidence that will be collected to determine whether or not Desired Results are
achieved)
________________________________________________________________________
Suggested Performance/Transfer Tasks
Performance/transfer tasks as evidence of student proficiency.
An effective assessment for ALL students should be designed to include:
Complex, real-world, authentic applications.
Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential
Questions, Big Ideas) found in the Content Standards.
Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret,
apply, empathize, have perspective, self-knowledge).
Performance Task #1
Designing and Creating a Work of Art Based Upon the Golden Mean
http://www.princetonol.com/groups/iad/lessons/high/Grace-golden.htm (work created by
Grace Hall, Wilkes Central High School in Wilkesboro, North Carolina; source is Princeton
Online)
Students will analyze and compare examples in nature with artworks created by man then
demonstrate properties of the Golden Mean. Students will use information from the analysis
to generate ideas to design a composition using the Golden Mean and inspired by nature.
These concepts will carry over to a series of drawings exploring how the Golden Mean is
used in figure drawing and portraiture.
We have examined how geometry and math are related to design. These mathematical
properties appear throughout nature. We will design a composition based upon the Golden
Mean and inspired by a pattern from nature. This work should include the following
guidelines:
Students will choose a pattern from nature that is created through the phenomenon
of the Golden Mean such as the pattern in a Nautilus Shell or the pattern from the
seedpod of a sunflower to inspire an original design.
Students will use the layouts provided on the transparencies to create an original
work of art for the composition. The solutions to this problem are infinite.
Show students books and magazines with patterns from nature and suggest ways
they could use them. Allow them to use the Internet to further research natural
patterns.
Have students select a background color for the entire painting and paint that color
within the masking taped area, overlapping enough to create a straight edge when
the tape is removed.
Using the Golden Ratio pattern that they chose, they must determine what part of
the design will be the center of interest and place it in the section of the pattern of
the Golden Ratio.
Students will use chalk or pencil to draw the composition.
Upon the due date, conclude the lesson with a critique using the rubric as a
foundation for the discussion.
Allow students to make changes to their work based on suggestions during the
critique before grading or displaying the work.
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6
Rubrics
Scoring guide to evaluate performance/transfer tasks used as evidence of student proficiency.
An effective scoring guide should:
Measure what is appropriate for the Content Standard that is assessed.
Provide opportunities for differentiation of the performance/transfer tasks used as evidence of student proficiency.
Art Production
Rubric for the Golden Mean Project
Student Name________________________________ Section_____ Date________
Consistently
Evident
Evident
Somewhat
Evident
Not
Evident
CATEGORY
4
3
2
1
Your
Score
Teacher
Score
Design is original
Student has taken the
technique being studied
and applied it in a way
that is his/her own. The
student’s personality/
voice comes through.
Student has taken the
technique being studied
and has used limited
personal experience.
There is little evidence of
creativity, but the student
has finished the
assignment.
Student has not made
much attempt to meet the
requirements of the
assignment.
Design inspired by a
pattern from nature
Design reflects specific
patterns from nature.
Design shows a general
pattern.
Design shows little use of
pattern in nature.
Design does not use a
pattern from nature.
Composition
demonstrates knowledge
of space as an element of
design
Student applies design
principles such as unity,
space, balance,
movement with great
skill.
Student applies design
principles such as unity,
space, balance,
movement with some
skill.
Student applies little
design principles in
unskillful manner.
There is little to no design
principles evident in
student’s work.
Technical craftsmanship
Artwork is clean, neat,
and well taken care of.
Student has taken pride in
appearance of the overall
composition.
Artwork is presentable.
Student needs to spend a
little more time polishing
final results.
Artwork appears
unorganized. Student
appears to have hurried
to complete it.
Artwork is sloppy, torn,
mishandled. Student did
not care about his/her
artwork.
Project completed in a
timely manner
Class time was used
wisely. Much time and
effort went into planning
and design of drawing.
Class time was used well.
Student could have put
extra time and effort in.
Class time was not always
used well and put in no
additional effort.
Class time was not used
well and student put in
zero effort.
Student Comments: Total ____________
Final Score/Grade _____________
Teacher Comments:
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7
Other Evidence
Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples,
observations, and supplements the evidence provided by the task).
Portfolio reviews.
Written responses to Web Quest about historical uses of Golden Mean.
Artistic process—teacher observation of technique, work habits, and procedures.
Thumbnail sketches.
Worksheets on the Greek Golden Face, constructing a Golden Spiral and Golden
Rectangle.
The Golden Ratio quiz.
Class discussion—description on the Golden Ratio found in everyday objects.
Student Self-Assessment and Reflection
Opportunities for self-monitoring learning ( e.g., reflection journals, learning logs, pre- and post-tests, self-
editing—based on ongoing formative assessments).
Student self-critique of project defending decisions made about media and composition.
During critique, students will offer suggestions about work.
Complete the Group Participation Rubric.
Journal entries – Students will keep ―artist’s statements‖ as a part of journaling.
Student comments on entry of rubrics. All rubrics include student self-evaluation.
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The Golden Ratio Quiz
Please use the text to demonstrate your understanding of the Golden Ratio.
1. What is the Golden Ratio to three decimal places? Answer: ______________________
2. What are the first ten integers in the Fibonacci sequence? _______________________
3. Name an everyday object that exhibits the Golden Ratio. Please explain.
_____________________________________________________________________
4. Name a building that exhibits the Golden Ratio in its construction.
_____________________________________________________________________
5. How does the Golden Ratio appear in the building you named?
_____________________________________________________________________
6. Name a painting by Leonardo da Vinci that exhibits the Golden Ratio.
_____________________________________________________________________
7. Describe how the Golden Ratio appears in the painting you named?
_____________________________________________________________________
8. Name a place where the Golden Spiral appears in nature.
_____________________________________________________________________
9. How does the Golden Ratio appear in the object you just named? Please explain.
_____________________________________________________________________
10. In your personal opinion, why do you think the Golden Ratio appears in so many places,
both naturally and otherwise? Please explain your thinking.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Stage 3 – Learning Plan
(Design learning activities to align with Stage 1 and Stage 2 expectations)
________________________________________________________________________
Key Learning Events Needed to Achieve Unit Goals
Instructional activities and learning experiences needed to align with Stage 1 and Stage 2 expectations.
Include these instructional elements when designing an effective and engaging learning plan for ALL students:
Align with expectations of Stage 1 and Stage 2
Scaffold in order to acquire information, construct meaning, and practice transfer of understanding
Include a wide range of research-based, effective, and engaging strategies
Differentiate and personalize content, process, and product for diverse learners
Provide ongoing opportunities for self-monitoring and self-evaluation
Lesson One – Discovering the Golden Mean
http://cuip.uchicago.edu/~dlnarain/golden/activity1.htm (work created by Dr.
David L. Narain of Chicago Public Schools, 2001)
Students will use the Internet to discover how the Golden Mean appears in everyday
objects. They will move on to examining different works of art and finding the Golden
Means imbedded within them. They will then use a search engine to find different Leonardo
da Vinci masterpieces, download them, and dissect them to discover how he incorporated
the Golden Mean into his work. Students will also construct their own Golden Rectangles
and Golden Spirals. They will then examine the Golden Mean in nature. Finally, they will
examine the faces of different celebrities to see if there is a connection between the Golden
Mean and human attraction. Those who are more artistically inclined may choose to sketch
a portrait that exhibits Golden Mean characteristics.
Schedule – These four activities will occur over 6 to 7 (90-minute) periods.
Preparations:
1. Pre-assess students’ understanding of the Golden Mean using examples in the room.
2. Clearly identify the goals of the unit of instruction including the Big Idea, Enduring
Understandings, and Essential Questions as well as the criteria for evaluation.
3. Outline expectations for journaling and self-assessment.
4. Collect tools needed for activities for list.
5. Cite examples of Golden Mean located in classroom.
6. Hand out instruction plan for the five activities. Review the Golden Ratio site and assign
teams of three students to computers.
Procedure:
Activity One – The Golden Mean in Everyday Objects
1. Begin by handing out measuring tools.
2. Discuss the Fibonacci number and its origin. Review how the Egyptians, Mayans, and
Greeks discovered the Golden Means.
3. On board, show the basic rectangles. Which one is more appealing?
4. Have teams visit website in Activity One.
5. Using tools have students measure the three rectangles and answer on computer which
is more appealing.
6. Using suggestions measure and enter ratio in journal.
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Activity Two – The Golden Mean in Art
1. Have students examine Leonardo da Vinci’s works.
2. Have them Google his works.
List of paintings to look for:
The Annunciation
Madonna with Child and Saints
The Mona Lisa
St. Jerome
If you are having difficulty finding the images, try a search using the words ―da Vinci‖ and
―art gallery‖ together or narrow your search using ―advanced search.‖
Directions for finding evidence of the Golden Ratio in each painting:
The Annunciation – Using the left side of the painting as a side, create a square on the
left of the painting by inserting a vertical line. Notice that you have created a square
and a rectangle. The rectangle turns out to be a Golden Rectangle, of course. Also,
draw in a horizontal line that is 61.8% of the way down the painting (.618 – the inverse
of the Golden Ratio). Draw another line that is 61.8% of the way up the painting. Try
again with vertical lines that are 61.8% of the way across both from left to right and
from right to left. You should now have four lines drawn across the painting. Notice
that these lines intersect important parts of the painting, such as the angel, the woman,
etc. Coincidence? I think not!
Madonna with Child and Saints – Draw in the four lines that are 61.8% of the way from
each edge of the painting. These lines should mark off important parts of the painting,
such as the angels and the baby Jesus in the center.
The Mona Lisa – Measure the length and the width of the painting itself. The ratio is, of
course, Golden. Draw a rectangle around Mona’s face (from the top of the forehead to
the base of the chin, and from left cheek to right cheek) and notice that this, too, is a
Golden rectangle.
St. Jerome – Draw a rectangle around St. Jerome. Conveniently, he just fits inside a
Golden rectangle. What is the significance of this?
Conclusions – Leonardo da Vinci’s talent as an artist may well have been outweighed
by his talents as a mathematician. He incorporated geometry into many of his
paintings, with the Golden Ratio being just one of his many mathematical tools. Why do
you think he used it so much? Experts agree that he probably thought that Golden
measurements made his paintings more attractive. Maybe he was just a little too
obsessed with perfection. However, he was not the only one to use Golden properties in
his work.
Activity Three – Constructing a Golden Rectangle
1. You will need a piece of paper, a pencil, and a protractor to complete this activity.
2. Teams will visit: http://cuip.uchicago.edu/~dlnarain/golden/activity4.htm.
3. Follow instruction to create a Golden Rectangle.
Activity Four – The Perfect Face
1. Have teams visit: http://cuip.uchicago.edu/~dlnarain/golden/activity8.htm.
2. Do these faces seem attractive to you? Many people seem to think so, but why? Is
there something specific in each of their faces that attracts us to them, or is our
attraction governed by one of Nature’s rules? Does this have anything to do with the
Golden Ratio? I think you already know the answer to that question. Let’s try to
analyze these faces to see if the Golden Ratio is present or not.
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3. Choose a different famous face, then go to Lycos Multimedia and do a search on your
person’s full name. Be sure to click on ―Pictures‖ as a search criterion. When you find
the image you want, click on it to make it larger and then save it to your computer.
Click on any of the images above to get a larger version. You may print this picture if
you like.
4. Here is how we are going to conduct our search for the Golden Ratio: we will measure
certain aspects of each person’s face. Then we will compare their ratios. We will need
the following measurements, to the nearest tenth of a centimeter:
a = Top-of-head to chin = _____ cm
b = Top-of-head to pupil = _____cm
c = Pupil to nose tip = ______ cm
d = Pupil to lip = _____ cm
e = Width of nose = _____ cm
f = Outside distance between eyes = _____ cm
g = Width of head = _____cm
h = Hairline to Pupil = ______ cm
i = Nose tip to chin = _____ cm
j = Lips to chin = _____ cm
k = Length of lips = _____ cm
l = Nose tip to lips = _____ cm
5. Now, find the following ratios:
a/g = _____ cm
b/d = _____ cm
i/j = _____ cm
i/c = _____ cm
e/l = _____ cm
f/h = _____ cm
k/e = _____ cm
6. Did any of these ratios come close to being Golden? If not, then maybe this face is not
so perfect after all. Of the face above, who has the most ―Golden‖ one? Try finding a
face that you find attractive and see how Golden it is.
Lesson Two – The Golden Mean to an End
http://www.princetonol.com/groups/iad/lessons/high/Grace-golden.htm (work created by
Grace Hall, Wilkes Central High School in Wilkesboro, North Carolina; source is Princeton
Online)
Schedule
This lesson may extend over multiple class periods.
Preparations:
1. Download the PowerPoint Presentation, review it, and research the topic to become
familiar with how the Golden Mean connects with art.
2. Collect materials needed from the list above.
3. Make transparencies with the four different styles of the Golden Mean by either tracing
them on transparencies or by using a copy machine.
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Procedure:
1. Begin by posing the first essential question for the class and discuss the ideas they
present. Conclude by sharing the theory of the Golden Mean with students.
2. Use the PowerPoint Presentation to instruct students on the background of the Golden
Mean.
3. The presentation concludes with the activity, including the rubric, that will be used to
assess the final product.
4. Begin the activity.
5. Set a due date, depending on the class, and provide students one to two weeks to
complete the unit.
6. Conclude with a group critique discussing issues included in the rubric.
7. Allow students to revise if necessary.
8. Display the artwork for the class or the school including a brief description of the goal of
the assignment.
Activity:
1. In this assignment, students will choose a pattern from nature which is created through
the phenomenon of the Golden Mean, such as the pattern in a Nautilus Shell or the
pattern from the seedpod of a sunflower to inspire an original design.
2. Students will use the layouts provided on the transparencies to create an original work
of art for the composition. The solutions to this problem are infinite.
3. Show students books and magazine models with patterns from nature and suggest ways
they might use them. Allow them to use the Internet to further research natural
patterns.
4. Demonstrate how students are to tape down their canvas paper to leave an even white
border around the edge of the paper.
5. Have students select a background color for the entire painting and paint that color
within the masking taped area, overlapping enough to create a straight edge when the
tape is removed.
6. Demonstrate using the overhead projector to project one of the Golden Mean
transparencies over the background and trace it in chalk over the background.
7. Using the Golden Ratio pattern that they chose, they must determine what part of the
design will be the center of interest and place it in the section of the pattern of the
Golden Ratio.
8. Students will use chalk or pencil to draw in the composition.
9. If students have not used acrylic paint before, a discussion of the nature, care, and
cleaning of acrylics should be discussed, including the fact that acrylics dry fast and that
they will harden in the brushes and at the bottom of the sink. Acrylics may be used
transparently by adding an acrylic medium or water. Alternately, by adding gesso they
may also become more opaque. Acrylics will not come out of clothes unless they are
removed while still wet and that is not guaranteed. Acrylics can be covered with plastic
wrap in order to keep them moist for the next day.
a. Instruct students on the importance of good craftsmanship and technical accuracy.
b. Circulate to be sure students understand the concept and are using the paints
appropriately.
c. When the paintings are finished, have students sign their work in one of the lower
corners of the painting and carefully remove the masking tape to reveal the white
border around the painting.
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d. Upon the due date, conclude the lesson with a critique using the rubric as a
foundation for the discussion.
e. Allow students to make changes to their work based on suggestions during the
critique before grading or displaying the work.
Resources and Teaching Tips
A variety of resources are included (texts, print, media, web links).
Help in identifying and correcting student misunderstandings and weaknesses.
Primary Resources:
Work by Dr. David L. Narain of Chicago Public Schools:
http://cuip.uchicago.edu/~dlnarain/golden/
Work by Grace Hall of Wilkes Central High School in Wilkesboro, North Carolina (source
is Princeton Online): http://www.princetonol.com/groups/iad/lessons/high/Grace-
golden.htm
Additional Resources:
The Golden Webquest: http://members.tripod.com/mropfer/the_golden_webquest.htm
The Golden Ratio Activity: http://cuip.uchicago.edu/~dlnarain/golden/activity
The Golden Section: http://goldennumber.net/goldsect.htm
Golden Ratio Activity: http://www.markwahl.com/golden_ratio.htm
The Golden Ratio Quiz: http://cuip.uchicago.edu/~dlnarain/golden/quiz/htm
The Human Face: http://goldennumber.net/face.htm
Examples of Art:
http://facultystaff.vwc.edu/~trfanney/golden_mean_wowslides/gm10o.html
Thinkquest on the Golden Ratio: http://www.goldenmeangauge.co.uk/index.html
The Golden Proportion through a Dentist’s Eyes:
http://www.goldenmeangauge.co.uk/index.html
*Golden Ratio in the Arts:
http://www.mikkeli.fi/opetus/myk/pv/comenius/kultainen.htm
Differentiation
Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the
products and performances without compromising the expectations of the Content Standards.
Instruction is varied to address differences in readiness, interest, and/or learning profiles.
Accommodations and differentiation strategies are incorporated in the design of Stage 2 and 3.
This unit of instruction (process) provides for teacher flexibility in how learning activities are
implemented based on knowledge of a student’s abilities and interests. This can be
determined through a pre-assessment of students prior to beginning the unit of instruction.
Students should be formatively assessed throughout the unit of instruction (quizzes, exit
cards, observations) to determine areas of focus and to guide teacher’s instruction.
The performance tasks for transfer of knowledge and skills found in Stage 2 of the unit
provide opportunities for students to choose how they might demonstrate their knowledge,
new skills, and understanding in the context of a commemorative object or the adaptations
of new design function for an existing building.
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Academic Adaptations
Description
Re-read directions.
Read and clarify.
Varied text and
materials.
Oral reading.
Text summary.
Present material in
small chunks.
Highlight notes.
Modified lesson.
I have students in my Design Art classroom who have IEPs.
Therefore, the academic adaptations are provided to the entire
class.
Lesson modifications include: reduced length, chunking
information, enlarged font.
Behavioral Adaptations
Description
Preferential seating.
Re-focus attention.
Organizational skills.
Monitor use of agenda.
Group work.
Pre-writing.
Graphic organizers.
The behavioral adaptations are provided to the entire class.
Materials/Support
Description
Techademic Coaching.
Computer.
Teacher observation.
The materials and supports are provided to the entire class.
Design Principles
At least one of the design principles below is embedded within unit design.
Information Literacy – the ability to know when there is a need for information and to
identify, locate, evaluate, and effectively use that information for understanding an issue
or solving a problem.
21
st
century Knowledge and Skills – the ability to meet the demands of the global
community and tomorrow’s workplace.
International Education – the ability to appreciate the richness of our own cultural
heritage and that of other cultures in order to provide cross-cultural communicative
competence.
Universal Design for Learning – development of the unit focused on students
acquiring and demonstrating knowledge in multiple ways as well as providing
opportunities for students to express themselves in multiple ways.
The design principle embedded within the unit is Information Literacy. Students
demonstrate knowledge of when there is a need for information and identify, locate,
evaluate, and effectively use that information to gain understanding of the Golden Mean.
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
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Standard 3: The student who is information literate uses information accurately and
creatively.
Technology Integration
Students make extensive use of computer skills and Internet research throughout this unit.
Each activity is directed through the Internet and the online assessment allows the students
to self-critique. Through the Internet, students are encouraged to visit museum websites
from around the world to problem-solve answers.
Content Connections
Content Standards integrated within instructional strategies
Alignment of instruction addressing content standards in Visual Art, Social Studies,
Mathematics, English Language Arts, and Information Literacy indicates the diverse nature
of this unit of instruction.
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Delaware Model Unit Gallery Template
This unit has been created as an exemplary model for teachers in (re)design of course
curricula. An exemplary model unit has undergone a rigorous peer review and jurying
process to ensure alignment to selected Delaware Content Standards.
Unit Title: Artistic “Baggage”
Designed by: Betsy DiJulio
Adapted by: Rhonda Hill
For: Innovative Schools
Content Area: Visual Arts
Grade Level(s): 9-12
____________________________________________________________
Summary of Unit
This Creative Challenge invites students to express something about their personal
"emotional baggage" in a poetic and somewhat ambiguous way using drawings of
common objects on top of prepared grounds. Photocopies of luggage drawings (whole
pieces and details) are submerged in grounds prepared with newsprint and ink washes.
On top, students draw and paint objects that, in themselves and through their
relationships with each other, symbolize what lies at the crux of each student's "emotional
baggage." Lessons and activities within the unit are adapted from Betsy DiJulio,
M.A.,ED.S., retrieved from http://thebloomingpallette.blogspot.com
Stage 1 – Desired Results
What students will know, do, and understand
____________________________________________________________
Delaware Content Standards
4.1E Identify historical and cultural characteristics of works of art
4.2E Describe how the arts and artists influence each other across history and cultures
4.3E Compare the purpose of works of art and design in history and cultures
4.4E Speculate on how history and culture give meaning to a work of art
4.5E Describe and differentiate the roles of artists in society across history and cultures
4.6EDescribe how history and cultures influence the visual arts
4.7E Describe how the visual arts influence history and cultures
5.1E Discuss how individual experiences influence personal works of art
5.2E Identify ways the visual arts are used as communication
5.3E Describe personal responses to selected works of art
5.4E Analyze works of art to speculate why they were created
5.5E Evaluate the artist's intent and effectiveness in communicating ideas and emotions
in works of art
5.6E Apply visual arts vocabulary when reflecting upon and assessing works of art
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5.7E Describe how a work of art can convey a voice of one or a voice of many
6.1E Compare and contrast relationships and characteristics between the visual arts and
other disciplines
6.2ECompare the use of technology, media and processes of the visual arts with other
disciplines
6.3EDescribe and/or demonstrate how skills transfer between the visual arts and other
disciplines
6.4E Describe how learning in the visual arts helps develop essential skills for life and
the workplace
Big Idea(s)
Art has been created by all peoples, in all times and in all places.
Art preserves and depicts history in ways words cannot.
Art celebrates the unique characteristics of all cultures.
Subject matter, symbols and ideas are all rooted in culture.
Natural resources have influenced the creation of indigenous art forms.
Timeless works of art are deemed important for a number and variety of reasons.
Reflection, assessment and refinement are key steps in the process of creating art.
The means to create art always changes.
Unit Enduring Understanding(s)
Artists make thoughtful choices in creating works of art
Artists create works of art employing both conscious and intuitive thought
Art is a form of expression that employs a system of visual symbols.
Art may be created solely to fulfill a need to create.
Art is a universal symbol system that transcends language barriers.
Art draws upon all aspects of human experience.
The process of choosing and evaluating subject matter, symbols and ideas may be
deliberate or intuitive.
Unit Essential Questions(s)
Why do artists select one medium over another?
To what extent is a work of art dependent upon the point of view of the artist?
To what extent is a work of art dependent upon the point of view of the viewer?
How and why is art used as a vehicle for communication?
What is art?
How does the use of specific symbols influence the meaning of a work of art?
What makes art more or less authentic?
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Knowledge and Skills
Students will know…
How to use a sketchbook to practice with modeling techniques (hatching, cross-
hatching, stippling, cross-contour marks, etc.)
What a "weighted line" (widened and tapered line) is and how varied line quality
can affect a composition.
Knowledge of a value scale
Basic understanding of composition and Elements and Principles of Design
Students will be able to…
Compare, analyze, and discuss works of art.
Use technology to locate and access resources.
Talk about and critique their personal work
Organize visual information.
Stage 2 – Assessment Evidence
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Evidence that will be collected to determine whether or not Desired Results are achieved
___________________________________________________________________
Suggested Performance/Transfer Task(s)
Performance/Transfer tasks as evidence of student proficiency
An effective assessment for ALL students should be designed to include:
*Complex, real-world, authentic applications
*Assessment(s) for student understanding of the Stage 1 elements (Enduring
Understandings, Essential Questions, Big Ideas) found in the Content Standards
*Demonstration of high-level thinking with one or more facets of understanding
(e.g., explain, interpret, apply, empathize, have perspective, self-knowledge)
Performance Task #1
Students to write an entry in their sketchbooks about their personal emotional
baggage. If they wish for this to be considered “private” they may put a cover
sheet over the page indicating so.
Students will choose poems that represents them in different states of
emotion, and illustrate themselves in that state: where are you, what are your
surroundings, are you alone or surrounded by others?, etc. Through the use
of this working definition of “emotional baggage” and the daily journaling
through both sketching and writings/reflections, the students will have a
plethora of sources from where they can draw inspiration for their final
products in this unit.
Students can view the student chosen work samples that are online at
http://thebloomingpallette.blogspot.com to identify with student work from
other areas, although the possibilities for what exactly is included in their
“baggage” is endless and completely up to student interpretation.
Rubric(s)
See attached.
Other Evidence
Sketchbook tasks
Vocabulary splash
Experiments with creating texture
Teacher observation
Portfolio selections with summary of the processes used to complete selected
work
Artist study
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Vocabulary quiz
Design Charts for self, peer and artist assessment
Student Self-Assessment and Reflection
Self-reflection
Opportunities for reflection and revision
Stage 3 – Learning Plan
(Design learning activities to align with Stage 1 and Stage 2 expectations)
___________________________________________________________________
Key learning events needed to achieve unit goals
Instructional activities and learning experiences needed to align with Stage 1 and
Stage 2 expectations
Include these instructional elements when designing an effective and engaging
learning plan for ALL students:
*Align with expectations of Stage 1 and Stage 2
*Scaffold in order to acquire information, construct meaning, and practice transfer
of understanding
*Include a wide range of research-based, effective, and engaging strategies
*Differentiate and personalize content, process, and product for diverse learners
*Provide ongoing opportunities for self-monitoring and self-evaluation
Class 1
1. Discuss definition of "emotional baggage"— ideas, beliefs, or practices retained
from one’s
previous life experiences, especially insofar as they affect a new situation in which
they may be no longer relevant or appropriate.
2. Students to write an entry in their sketchbooks about their personal emotional
baggage. (If you want to give them the option of keeping it private, have them
tape a "cover sheet" over it.) 3. Students make a series of approximately six 5-
minute gesture drawings of whole suitcases or details, aka "the baggage," at a
series of drawing stations—suitcases set on tables with a few chairs gathered
around. (We used white drawing paper and thick graphite sticks, but you could
use whatever you prefer.)
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4. Students choose their favorite two drawings for teacher to photocopy, if using
photocopies. (Whole pieces and details are used); students are asked to choose
their best two so small, medium and large copies of each). Note: If you prefer to
save time and paper, students can use their actual drawings, but copies in
different sizes are nice for unity.
5. Homework: students bring objects from home to symbolize their emotional
baggage (or they can scavenge them from still-life storage).
Class 2: Prepared Grounds
1. Students tape edges of their paper (they should stick masking tape on their
clothes to remove a little of the adhesive and then lay along edges of paper).
2. Using matte medium or glue with a drop or two of water, students adhere 3
pieces of newsprint to their paper support, by brushing under and on top of
newsprint. Small sponge brushes work well.
3. Next, students wash over their ground with a medium ink wash.
4. Then, students cut out their suitcase drawings and, using matte medium or
very slightly diluted glue, adhere them in an interesting way to their support to
create movement, repetition, unity and variety.
5. While grounds are drying, students should being work on their thumbnail
sketches. The tricky part is helping students draw a thumbnail in which they
indicated the lines and shapes established in their prepared grounds.
6. If desired, students can practice modeling the objects they have chosen.
Classes 3-6 : Developing Compositions
1. To begin building up drawings on their grounds, students may block out areas
with black ink to create separation between object and ground and, once dry,
work on top. Or, they may work directly on the ground and add later add a black
ink halo for separation.
2. In either case, to create objects, students lightly sketch the contours first in
whatever media will show up and then paint the silhouettes solid white. Once dry,
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students use Ebony pencil to model the form of the objects, striving for drama
through a wide range of values.
Classes 6-9: Color
1. Students choose complementary colors of acrylic and dry brush them on to
create additional layers of movement, unity, variety and emphasis.
2. As a finishing touch, students use embroidery thread in one or both colors—or
even twist them together—and stitch into their pieces using restraint to develop
the movement, unity, variety and emphasis even further. (They can use any type
of stitching they choose, though mimicking that of the luggage can be effective
and is, in fact, what inspired the use of thread.)
3. Finally, students may work back into compositions, if desired, to make any
adjustments using any of the materials used so far plus, e.g. white and colored
pencils.
Student Extension—Group Critique:
Prior to the critique, students put their names in a box and then draw a name
other than their own. Then they fill out a Critique Form (Attached) based on the
work created by the student whose name they drew. They will refer to this form
during the Critique. (This ensures that the critique moves along with no one
grasping for something to say.) Next, students and teacher sit in a circle for the
Critique during which each student, in turn, addresses at least 3 aspects of the
work s/he critiqued, preferably a balance between "glows" (strengths) and
"grows" (areas of improvement). After each student presents, the student whose
work was critiqued is given an opportunity to address aspects of his or her work.
Similarly, other students may comment.
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Resources and Teaching Tips
G L O S S A R Y
"ish" colors--colors that cannot be named, e.g. pinkish-goldish-bronzish;
colors that are layered or mixed for greater complexity and sophistication
(credit: teaching artist, Nicole Brisco)
Compositional Strategies--specific pictorial devices artists use to enhance
compositions (see below for specifics)
Dirty Water Wash--a wash created by mixing tiny amounts of warm and
cool pigments (e.g. acrylic or tempera) to create a "dirty" neutral
color/value
Extended Lines--extending lines from edges of objects to link positive
space with negative and to imbue artwork with the subtle look and feel of
an architectural drawing (credit: teaching artist, Nicole Brisco)
Prepared Ground--painting, collaging or otherwise altering the ground or
surface on which you plan to draw or paint; lends a sense of "history and
mystery"
Two Glows and a Grow--a mini critique in which students trade artwork
and comment constructively on at least two strengths and one area of
improvement (credit: teaching artist, Nicole Brisco)
Weighted Lines--contour lines that widen and taper to create volume,
depth and general dynamism in a drawing or painting
http://thebloomingpallette.blogspot.com
Differentiation
Stage 2 allows students to work with poetry of their choice. This open-endedness
allows for students to choose works with which they can feel confident in their
understanding of.
Instruction is student driven, from the working definition of “emotional baggage”
all the way to the critique protocol at the end of the unit.
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Design Principles for Unit Development
At least one of the design principles below is embedded within unit design.
International Education - the ability to appreciate the richness of our own cultural
heritage and that of other cultures in to provide cross-cultural communicative
competence.
Universal Design for Learning - the ability to provide multiple means of
representation, expression and engagement to give learners various ways to acquire
and demonstrate knowledge.
21
st
Century Learning – the ability of to use skills, resources, & tools to meet the
demands of the global community and tomorrow’s workplace. (1) Inquire, think
critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply
knowledge to new situations, and create new knowledge, (3) Share knowledge and
participate ethically and productively as members of our democratic society, (4)
Pursue personal and aesthetic growth.(AASL,2007)
This unit integrates the 21
st
century skills of collaboration and critical thinking. Students
are asked to think creatively and critically about accurate representations of their piece s
created in class. They collaborate with each other in small groups during the critique
process, where critique protocols are well known and part of the classroom culture.
Through the use of t his critique protocol, students learn to both give and receive helpful,
succinct, specific feedback that aids them in the refining and revision of their own work
to increase their work quality and allow them to grow personally in communication and
self reflection.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,
integrate, evaluate, and create information
Content Connections
Content Standards integrated within instructional strategies
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Artwork Critique Form
QUESTIONS
Write your ideas here. Give first impressions. Make guesses. Say what
you see, do not say what you like, or don't like. Do not judge. Describe,
analyze, and interpret.
l. What stands out the
most when you first see
it?
.
2. Explain the reason
you notice the thing
you mention in number
1.
.
3. As you keep
looking, what else
seems important?
.
4. Why does the thing
you mention in number
3 seem important?
.
5. How has contrast
been used?
.
6. What leads your eye
around from place to
place?
.
7. What tells you about
the style used by this
artist?
.
8. What seems to be
hiding in this
composition?
.
9. Why do you think
this was partially
hidden?
.
10. Imagine the
feelings and meanings
this artwork
represents?
.
11. What titles could
you give this artwork?
.
12. What other things
interest you about this
artwork?
.
form © Marvin Bartel, 2002
http://www.goshen.edu/art/ed/critiqueform.html
May be printed and copied for non profit classroom use.
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CRITERIA
A
B
C
D
E
Concept
Fully grasped teacher-driven concept
OR choose a concept that
demonstrates thoughtfulness, richness,
and/or evocativeness, personal
relevance and investment
Mostly grasped teacher-driven concept
OR choose a concept that demonstrates
some thoughtfulness, richness and/or
evocativeness, personal relevance and
investment.
Partially grasped teacher-driven
concept OR choose a concept that
demonstrates little thoughtfulness,
richness and/or evocativeness,
personal relevance and investment
Largely failed to grasp teacher-
driven concept OR chose a
concept that demonstrates almost
no thoughtfulness and/or
evocativeness, personal relevance
and investment
Fails to meet
minimum
standard
Communication of Concept
1. Approach to concept is effectively
innovative and/or unique; avoids
clichés , triteness and immature
imagery and ideas
2. Communicates intended meaning
clearly
3.Imagery is “poetic”
1. Approach to concept has some effective
innovation and/or uniqueness; avoid most
clichés and trite or immature imagery and
ideas.
2. Communicated intended meaning
somewhat clearly
3. Imagery is somewhat “poetic”
1. Approach to concept largely lacks
effective innovation or uniqueness;
relies somewhat on clichés and trite
or immature imagery and ideas.
2. Communicates intended meaning
with little clarity
3. Imagery largely lacks “poetry”
1. Approach to concept is not
effectively innovative and/or
unique, relies almost exclusively
on clichés and trite or immature
imagery or ideas
2. Largely fails to communicate
intended meaning.
3. Imagery is not “poetic”
Fails to meet
minimum
standard
Composition
1. Composition is appropriately
complex
2. Composition demonstrates mastery
of all or nearly all of the “Principles of
Design”
1. Composition is somewhat appropriately
complex
2.Composition demonstrates mastery of
most “ Principles of Design”
1. Composition is only moderately,
appropriately complex
2.Composition demonstrates
mastery of some “ Principles of
Design”
1. Composition lacks sufficient
appropriate complexity.
2.Composition demonstrates
mastery of very few “ Principles
of Desgin”
Fails to meet
minimum
standard
Craftmanship/Technical Skill
1. Craftmanship and attention to detail
is excellent
2. Student’s technical skill/mastery of
media is excellent according to goals
of assignment.( e.g. realism,
expressionism, abstraction)
3. Use of materials may be
appropriately innovative
1. Craftmanship and attention to detail is
very good
2. Student’s technical skill/mastery of
media is very good according to the goals
of assignment. (e.g. realism,
expressionism, abstraction)
1. Craftmanship and attention to
detail is average with some areas that
are sloppy.
2. Student’s technical skill/mastery
of media is average according to
goals of assignment.( e.g. realism,
expressionism, abstraction)
1. Craftmanship and attention to
detail is poor.
2.Student’s technical skill/
mastery of media is poor
according to goals of assignment.
(e.g. realism, expressionism,
abstraction)
Fails to meet
minimum
standard
Contrast
Possesses a wide range of values that
fully enhance composition
Possesses a range of values that largely
enhances composition OR possesses a
wide range of values but they may detract
somewhat from the composition
Possesses a moderate range of
values(values may be all too light,
all too dark or all too mid-range) OR
possesses a range of values but they
may detract significantly from
composition
Possesses a very limited range of
values OR possesses a moderate
range of values that largely
detract from composition
Fails to meet
minimum
standard
Color
1. Demonstrates strong knowledge of
color theory
2. Color is complex (layered/mixed)
unless otherwise specified
3, Color is appropriately neutralized;
not muddy
1. Demonstrates good knowledge of color
theory
2. Color is somewhat complex
(layered/mixed) unless otherwise specified
3.Color is mostly appropriately
neutralized; may verge toward muddiness
1. Demonstrates some knowledge of
color theory
2. Color lacks much complexity
(layered/mixed) unless otherwise
specified.
3. Color is only somewhat
appropriately neutralized, may be
somewhat muddy
1.Demonstrates little knowledge
of color theory
2. Color is not
complex(layered/mixed) unless
otherwise specified
3. Color is not appropriately
neutralized; may be very muddy.
Fails to meet
minimum
standard
Class
Ethics/Effort/Commitment/Partici
pation
This is a holistic, somewhat objective grade. An “A” is expected and assumed of all students, hence, this grade is not assigned unless a student earns a “B” or lower based on
negative behavior and/or lack of effort, commitment, or participation during a particular Creative Challenge or assignment. Negative behaviors include disruptions to teaching and
learning, disrespect, inappropriate language, poor attitude, talking over the teacher, excessive tardies, etc.
Comments:
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1
Delaware Model Unit Gallery Template
This unit has been created as an exemplary model for teachers in (re)design of course curricula. An
exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to
selected Delaware Content Standards.
Unit Title: Lines and Texture
Designed by: Diana Rossi
Content Area: Art
Grade Level(s): 9-12
____________________________________________________________
Summary of Unit
Students will learn about how to incorporate lines into designs. Students will understand implied lines, with
simulated texture.
Stage 1 – Desired Results
What students will know, do, and understand
____________________________________________________________
Delaware Content Standards
1.1 select and use different media, techniques and processes that are used to create works of art
1.2 use selected two-dimensional and three-dimensional media to communicate ideas
1.4 demonstrate how a single medium or technique can be used to create multiple effects in works
of art
1.7 describe how media and techniques are used to create two-dimensional and three dimensional
works of art
2.1 identify the elements of art
2.2 select and use the elements of art in works of art
2.3 identify the principles of design
2.5 evaluate works of art in terms of structure and function
2.9 plan, design and execute multiple solutions to challenging visual arts problems
4.7 describe how the visual arts influence history and cultures
5.4 analyze works of art to speculate why they were create
Big Idea(s)
Perspective
Movement
Contrast
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Unit Enduring Understanding(s)
Artists must understand media, techniques and process as tools to communicate
Artists consider multiple approaches to visual problems
Form and function may or may not be related one to the other
Unit Essential Questions(s)
To what extent can media be manipulated using a variety of techniques and processes?
How can lines express emotion?
Why is value an important part of the line design?
To what extent does good design integrate form with function?
Knowledge and Skills
Students will know…
-Vocabulary terms: perspective
contrast
Value with lines
Texture
Movement
Rhythm
-how to create a design from lines
-what it means to create movement from lines
-how to use perspective
- 2 point perspective
-horizon line
-vanishing point
-implied lines
-different types of lines
-who Jackson Pollock, Willem DeKooning, and Piet Mondrian are
Students will be able to…
-create a line drawing using different types of lines, using charcoal, pencil and black markers.
-create a piece consisting of contrast, movement and rhythm.
-create balance between their lights and darks.
- create 2-point perspective buildings drawing using all implied lines to imply texture.
-evaluate and discuss their pieces and pieces of their peers using a critique protocol and rubric.
-analyze artist’s work and thoughts on why they created their pieces and their use of lines.
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3
Stage 2 – Assessment Evidence
Evidence that will be collected to determine whether or not Desired Results are achieved
___________________________________________________________________
Suggested Performance/Transfer Task(s)
-Students will be working on a line pattern design. They will have a 9x12 piece paper, and worksheets on
different types of lines. The designs will create movement and value with black and white.
-Students will be working with 9x12 paper and working with 2 point perspective. Students will practice in
their sketchbooks creating two point perspective buildings.
Once completed they will work on a cityscape using only two point and using line designs to create texture
and implied lines.
Rubric
Drawing Assessment Rubric
Student Name:
Circle the number in pencil that best shows how
well you feel that you completed that criterion
for the assignment.
Excellent
Good
Average
Needs
Improvement
Teacher’s
Rating
Criteria 1 – Student drew from observation and
drew with correct proportions and balance
10
9 – 8
7
6 or less
Criteria 2 – Accurate line drawing of still life
objects
10
9 – 8
7
6 or less
Criteria 3 – Student understands the concept of
value in art, and can use a pencil to express a full
range of values from black to light gray.
Completed drawing shows that range.
10
9 – 8
7
6 or less
Criteria 4 – Effort: took time to develop idea &
complete project? (Didn’t rush.) Good use of
class time?
10
9 – 8
7
6 or less
Criteria 5 – Craftsmanship – Neat, clean &
complete? Skillful use of the art tools & media?
10
9 – 8
7
6 or less
Total: 50
Grade:
Teacher
Total
x2
(possible
points)
Student Comments:
Teacher Comments:
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4
Other Evidence
- oral participation in class discussions
-Students will journal daily with the following suggestions for sketches and the only instruction that the
work must be solely created through the use of lines:
* Illustrate your favorite poem
* Draw the contents of a trash can
* Drawing of a house plant (real or artificial)
* Draw an object with a surface texture.
* Draw tools used in certain professions
* Draw a tennis shoe
* draw a grouping of leaves
* Draw something you might find in a department store display
* Draw a large jar and fill it up with something (candy, toys, rock, etc)
* Design a school desk
* Draw your favorite snack food
* Draw an object melting
* Draw a bowl of fruit, shade it.
* Draw hands holding something
* Draw a mechanical object
* word picture: select a word that bring to mind a mental picture, draw the word as the shape of the object,
such as the word apple in the shape of an apple, or apples spelling out the word.
* Draw popcorn
* Keyhole: what would you see through a key hole
Student Self-Assessment and Reflection
Pre-test
Post test
Critique, written
Stage 3 – Learning Plan
(Design learning activities to align with Stage 1 and Stage 2 expectations)
___________________________________________________________________
Key learning events needed to achieve unit goals
- What is a line?
- How do lines create movement?
- Students will learn what lines are. Students will learn how lines create movement.
- Students will create a chart of lines in their sketchbooks so they have an understanding of the
different types of lines.
- Students will learn what Zentangle means.
- Students will look at examples of different types of Zentangle patterns in order for them to
create their own Zentangle.
- Students will create a piece using the lines worksheet, and the zentangle patterns.
- Students will learn the concept of vanishing point, horizon line and perspective.
- Students will complete exercises in their sketchbooks on perspective.
- Students will create a drawing in two-point perspective. Once students have done the
drawing, they will go back and imply windows and doors by using only lines
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5
Resources and Teaching Tips
-DeKooning: A Retrospecive, by Jim Coddington, John Elderfield and Willem de Kooning (Hardcover -
Sep 30, 2011)
-Jackson Pollock, by Ellen Landua April 2010
-Picasso Line drawings and prints (Dover Fine art, History of Art) by Pablo Picasso 1982
-Line and Shading in drawing, (Drawing Academy) by Gabriel Martin I Roig (2005)
-Basic Zentangle
-Zentangle 2
-Zentangle 3
-Perspective drawing handbook, (Dover art instruction) by Joseph D’Amelio (May 2004)
-Perspective drawing for beginners (Len a Doust)
Differentiation
-Change the size of the paper
-Along for longer time on project, provide assistance when requested
-Allow students to look at different patterns and use those patterns to create their design.
Design Principles for Unit Development
At least one of the design principles below is embedded within unit design.
International Education - the ability to appreciate the richness of our own cultural heritage and that of
other cultures in to provide cross-cultural communicative competence.
Universal Design for Learning - the ability to provide multiple means of representation, expression
and engagement to give learners various ways to acquire and demonstrate knowledge.
21
st
Century Learning – the ability of to use skills, resources, & tools to meet the demands of the
global community and tomorrow’s workplace. (1) Inquire, think critically, and gain knowledge, (2)
Draw conclusions make informed decisions, apply knowledge to new situations, and create new
knowledge, (3) Share knowledge and participate ethically and productively as members of our
democratic society, (4) Pursue personal and aesthetic growth.(AASL,2007)
(Briefly explain how design principle(s) are embedded within the unit design.)
Universal Design for learning: Students will learn balance between the artist’s work and their own work.
Students will examples of other’s work, and other ways of solving problems and finding a different
solution.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,
integrate, evaluate, and create information
Projector
Elmo
Demonstration from the Elmo onto the board so everyone can see demonstration
Laptop for images
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