Instructional Unit Seven
Goal: Cultural
Context and Art History
Objectives:
3.13 The
student will discuss how history, culture, and the visual arts influence each other.
State Core SOL Correlation: Science 3.1, 3.3
3.23 The
student will discuss how criteria used to value art vary from one culture to another.
State Core SOL Correlation: None
Instructional Strategies:
Show examples of artwork or
architecture from one or more cultures that relate to beliefs and cultural attitudes held
by that group of people. This may include how
cultures changed over a period of time. Discuss
the historical events or cultural beliefs that
influenced the artwork.
Suggested Student Activities:
1. Draw
a human figure or stand up bust in the style of Greece and Rome.
2. Compare
pottery of Greeks to that of Mexicans or Native Americans (Anasazie: tribe decorated interior of bowl). Create a clay bowl (drape or pinch pot). Decorate it (sgraffito or by carving into the clay) with symbols which reflect your
culture and personality.
3. Compare
masks of Greeks to the masks of Africans or Native Americans. Create a papier-mache mask.
Assessment:
The students will be assessed on
their ability to understand that history, culture and the visual arts influence each other and that criteria valuing art can change from one
culture and time period to another through:
1. explanation of the identification of differences in cultural style.
2. choosing a style discussed and creating artwork that represents that
style.
3. critique of student work.
4. displaying student work.
Instructional Unit Eight lupl
Goal: Visual
Communication and Production, Aesthetics
Objectives:
3.7
The student will create a functional work of
art that reflects the contributions of Greco-Roman civilizations as found in artifacts.
State Core SOL Correlation: None
3.24 The
student will examine the relationships between beauty and function in the artifacts of a
culture.
State Core SOL Correlation: None
Instructional Strategies:
Using art prints, reproductions or
transparencies discuss artifacts from ancient Greece and Rome. Discuss how the ancient civilizations loved beauty
and incorporated it in their everyday lives so that even the smallest objects were
beautifully designed.
Suggested Student Activities:
1. Create crayon resist or papier-mache Greek pottery emphasizing symmetry and red/ black figure.
2. Create Greek Theater Masks.
3. Create a Roman coin from clay and
foil.
Assessment:
The students will be assessed on
their ability to identify and produce artwork based on functional artifacts from Greece
and Rome through:
1. identification of functional objects that were common in Greek and Roman
culture.
2. create artwork based on functional artifacts of the Greco-Roman
culture.
3. critique of student work.
4. displaying student work.
Instructional Unit Nine
lupl
Goal: Visual
Communication and Production
Objective:
3.4-3
The student will identify and use positive and negative space.
State Core SOL Correlation: None
Instructional Strategies:
Discuss positive and negative space. Have the students point out positives and
negatives in prints or transparencies of famous artwork.
Demonstrate cutting of simple positive shape from folded edge of one sheet
of paper. Glue the negative shape that is
left over onto another (contrasting color) sheet of paper.
Next, glue the positive shape in the center of the other side. Have students identify the positive and negative
spaces on each side of the paper.
Suggested Student Activities:
1. Create a positive shape pattern
using stencils and colored chalk.
2. Create a sculpture form with found objects (cans,
cardboard tubes, scrap paper, styrofoam, wire...), (Unit 3, page 45).
3. Clay Animals (Unit 3, Lesson 8,
page 50).
4. Cut paper design (Unit 5, page
109).
Assessment:
The students will be assessed on
their ability to identify and create positive and negative space in artwork through:
1. identification of positive and negative design.
2. production of positive and negative design.
3. critique of student work.
4. displaying student work.
