Instructional Unit Nineteen
Goal: Visual Communication and Production
Objective:
2.23 RC The student will create a variety
of lines.
State Core SOL Correlation: None
Instructional Strategies:
Show examples of works by artists such as Joan Miro, Wassily Kandinsky, Paul Klee, Picasso and other artists who primarily used line in their
work. Discuss types of line: long, short, thick, thin, curved, straight, zig-zag, wavy, dotted, etc.
Suggested Student Activities:
1. Draw lines to music.
2. Straw-blown lines.
3. Crayon scratch art.
4. Object printing.
Assessment:
The students will be assessed based on their ability to
create a variety of lines through:
1. identifying line types and qualities.
2. producing lines in art work.
3.
displaying student work.
Instructional Unit Twenty
lupl
Goal: Visual Communication and Production
Objective:
2.24 RC
The student will
create texture in various ways.
State Core SOL Correlation: None
Instructional Strategies:
Define texture (real and implied). Point out different textures in the room and in
artists’ prints (Frank Romero’s “Toto”, Marc Chagall’s “The Red Rooster”, Vincent Van Gogh’s “Flowering Garden” and Claude Monet’s
“Bridge Over a Pool of Water Lilies”).
Suggested Student Activities:
1. Collage of textures.
2. Clay sculpture such as thumbprint pot (Unit 3,
Portfolio Project, page 54).
3. Draw or paint an animal showing
texture (Unit 1, Lesson 2, page 6).
4. Draw natural objects (Link to
Science, page T 105a).
5. Paint a flower garden.
6. Weave a bookmark (Unit 6, Lesson
16, page 105).
Assessment:
The students will be assessed based upon their
ability to produce texture by:
1. identifying texture in the environment and in art.
2. produce textures in art work.
3. display student art work.
Instructional Unit Twenty-One
Goal: Visual Communication and Production
Objective:
2.26 RC
The student will
demonstrate knowledge of symmetrical balance.
State Core SOL Correlation: None
Instructional Strategies:
Draw a series of shapes on the board including some
which are symmetrical and free form. Discuss
the concept of symmetry and have students identify symmetrical shapes.
Suggested Student Activities:
1. Blotto.
2. Butterflies.
3. Vase, Bottle or Jar.
4. Mask or Face.
5. Insects.
6. Figures (Kachinas, Nutcrackers, Robots).
Assessment:
The students will be assessed based upon their ability
to recognize and describe symmetrical shapes by:
1. identifying symmetrical shapes.
2. produce art work utilizing symmetrical balance
3. display student art work.
