Instructional Unit One
Goal: Visual
Communication and Production
Objective:
3.1
The student will identify innovative solutions
used by artists to solve visual problems.
State Core SOL Correlation: None
Instructional Strategies:
Show students different examples of
artistic creations that have similar subject matter but that are very different in style
and subject, such as Georges Seurat’s “A Sunday on La Grande Jatte” and Paul Klee’s “Park near Lucerne” (Unit 1, page 17). Encourage students through discussion to
brainstorm how an artist might approach a problem similar to the ones shown in the
examples.
Suggested Student Activities:
1. Create a park scene.
2. Create a portrait of someone based on ideas
derived from the style of Roualt’s “Clown” and Da Vinci’s “Mona Lisa”.
3. Create a picture of a wild animal inspired by the
differences in style of Reuben’s “Lion”, Durer’s “Rhinoceros”, and Rufino Tamayo’s “Lion and Horse” (Unit 4, Lesson 10, page 69).
Assessment:
The student will be assessed on his
ability to identify innovative solutions through:
1. identifying innovative solutions to visual problems in similar works.
2. creating a
work of art based on the exploration of innovative approaches by famous artists.
3. critique of student work.
4,
displaying student work.
Instructional Unit Two
Iupl
Goal: Visual
Communication and Production, Judgment and Criticism
Objectives:
3.8
The student will create the illusion of depth
on a two-dimensional surface using overlapping, size variations and placement in the
picture plane.
State Core SOL Correlation: None
3.9
The student will identify and use foreground,
middle ground and background in two-dimensional works of art.
State Core SOL Correlation: None
3.22-3 The student will
analyze works of art for the use of spatial relationships - overlapping, size, proportion
and placement.
State Core SOL Correlation: None
Instructional Strategies:
Using several examples from famous
art works such as Beverly Buchanan’s “St. Simons” (Unit 5, Lesson 15, page
104),
explain foreground, middle ground and
background. Demonstrate and explain the
concepts of overlapping, placement and size variations in creating depth in a work of art.
Suggested Student Activities:
1. Create a construction paper collage using
geometric and organic shapes.
2. Create a landscape that portrays
the grounds of a picture.
3. Create an underwater scene that shows the grounds,
overlapping, size and placement to create depth.
Assessment:
The students will be assessed on
their ability to illustrate depth by using overlapping, foreground, background and
appropriate size and proportion through:
1. identification of overlapping, foreground, middle ground and background.
2. production of artwork utilizing the concept of overlapping size and
placement to create depth.
3. critique of student work.
4. displaying student work.
Instructional Unit Three Iupl
Goal: Visual
Communication and Production
Objective:
3.4
The student will identify and use intermediate
colors.
State Core SOL Correlation: None
Instructional Strategies:
Demonstrate how to mix intermediate
colors. Refer to the color wheel and
previously learned primary and secondary colors.
Suggested Student Activities:
1. Paint a landscape with intermediate colors as a
color scheme (Unit 2, Lesson 4, page 26).
2. Paint a still-life puzzle (Unit 2,
Lesson 5, page 31).
Assessment:
The students will be assessed on
their ability to distinguish, mix and use intermediate colors through:
1. identification of intermediate colors.
2. production of intermediate colors.
3. critique of student work.
4. displaying student work.
