Instructional Unit One
Goal: Visual
Communication and Production
Objective:
4.3
The student will create a work of art that uses themes, ideas and art forms from
the past.
State Core SOL
Correlations: History and Social Science 4.3, 4.4, 4.5, 4.6, 4.7
Instructional Strategies:
Show examples of work by artists who
used the same subject matter. Work can be
compared and contrasted as to the style and technique of the artist, the colors used and
the feeling the work imparts. Examples of art
forms are: Self-Portraits - Compare self-portraits of artists such as Van Gogh, Rembrandt and Norman Rockwell.
Mask Designs - Compare masks of the Native American, African and Greek
theater. (Unit 3, Lesson 7, page 46) Stories on Walls - Compare stories painted on
walls from cave paintings, Egyptian hieroglyphics, American Indian pictographs (Unit 6,
lesson 16, page 114), frescoes, and murals of the Mexican, Greek and Subway Graffiti. Still Life - Compare work of artists whose subject
matter was similar such as Matisse’s “Goldfish” and the painting of Georges Braque
“The Goldfish Bowl”.
Suggested Student Activities:
1. Select
one artist of the work shown and create a project in that same style.
2. Create
a painting or other work of art which uses the same subject as the artists shown but is
your own creative solution to portraying this subject.
3. Draw
two identical pictures. Use color to change
the feeling the work imparts by coloring one with warm colors and the other with cool
colors.
Assessment:
The students will be assessed on
their ability to create a work of art which uses themes ideas and art forms from the past,
through:
1. identification of art work with the same subject matter.
2. discussing the similarities and differences in the work.
3. creating a work of art.
4. critiquing student work.
5. display of student work.
Instructional Unit Two lupl
Goal: Visual
Communication and Production
Objective:
4.4
The student will identify and use the characteristics of color including hue, tint,
shade and intensity.
State
Core SOL Correlations: History and Social Science 4.3, 4.4, 4.5, 4.6, 4.7
Instructional Strategies:
Hue:
Show examples of artists’ work which used pure color (hue). Some examples are: Mondrian “Composition”, Jean DuBuffet “Piano”, Henri Matisse “Large Composition with Masks”, Stuart Davis
“The Paris Bit”, and Ferdinand Leger “The City”. Demonstrate mixing secondary colors from two
primary colors. Value: Show examples of artists who used a monochromatic
color scheme such as Arthur Dove’s design entitled “Fog Horns”
(non-objective style) or realistic examples like the flowers of Georgia O’Keefee “Oriental Poppies” and Lowell Nesbitt’s
“Blue Iris”, or the monochrome landscapes of A. Y. Jackson “Winter Morning
at St. Tite des Caps” and Franklin Carmichael’s “Mirror
Lake”. Demonstrate mixing tints and
shades of a color by adding white or black. Intensity: Show examples of artists’ work which used
complementary colors such as landscapes by Maurice Prendergast’s “Summer in the Park”, Claude Monet’s “Banks
of the Seine” or “Impression Sunrise”, Vincent Van Gogh’s “Cypress Trees” and Georgia O’Keefee’s “The Mountain, New Mexico”. Demonstrate mixing complementary colors to make
less intense variations of that color.
Suggested Student Activities:
1. Design a geometric composition with overlapping
shapes.Color areas using pure color,
monochromatic colors or complements.
2. Color a simple landscape using pure colors,
monochromatic colors or complementary colors.
3. Draw a large flower in the style of Georgia O’Keefee. Color it using
pure colors, monochromatic colors or complements.
4. Draw a still life and color it using either pure colors, a monochromatic color scheme or a complementary color
scheme.
Assessment:
The students will be assessed on
their ability to identify and use the characteristics of color including hue, tint, shade
and intensity through:
1. identifying pure colors, monochromatic colors and complementary colors.
2. producing art work by mixing colors to produce pure colors, monochromatic
colors and complementary colors.
3. critique of student work.
4. display of student work.
Instructional Unit Three lupl
Goal: Visual
Communication and Production
Objective:
4.5
The student will identify and use variety, repetition, and unity in a work of art.
State
Core SOL Correlations: History and Social Science 4.3, 4.4, 4.5, 4.6, 4.7
Instructional Strategies:
Show examples of works by artists
such as: Georgia O’Keefee’s “Autumn Leaves”, Jacob Lawrence’s “The
Parade”, Charles Smith’s “Cocks”, Honore Daumier’s “They Say Parisians Are Hard To Please”, William Doriani’s “Flag Day”, Jose Clemente Orozco’s “Zapatistas”, M. C. Escher’s tessellations, Andy Warhol’s “Campbell Soup” or “Marilyn Monroe”, Wayne Thiebaud’s “Pie Counter” or the fish repeat designs of
contemporary artist Sherri Reeve. Discuss how
repetition, variety and unity are used in the compositions shown.
Suggested Student Activities:
1. Create
a picture using overlapping repetitive shapes such as a crowd of people, animals, fish,
trees, leaves, cars or buildings. Repetitive
shapes could be made by cutting one out and retracing that shape several times.
2. Create
a sectional picture in the style of Andy Warhol.
3. Create
a tessellation.
4. Create
a non-objective shape design.
5. Create
a weaving repeating colors and patterns. (Unit
5, Lesson 13, pages 92-93)
Assessment:
The students will be assessed on
their ability to identify and use variety, repetition and unity in a work of art through:
1. observing and identifying repetition, variety and unity in art work.
2. producing art work that uses variety, unity and repetition.
3. critique of student work.
4. display
of student work.
Page 1
- Unit One (SOL 4.3 ) * Unit Two (SOL 4.4 ) * Unit Three (SOL 4.5)
Page 2
- Unit Four (SOL 4.6 ) * Unit Five (SOL 4.7 ) * Unit Six (SOL 4.8)
Page 3 - Unit Seven (SOL 4.9-1) * Unit Eight (SOL
4.9-2 ) * Unit Nine (SOL 4.9-3)
Page
4 - Unit Ten (SOL 4.10) * Unit Eleven (SOL 4.11, 4.17) * Unit Twelve (SOL
4.12)
Page 5 - Unit Thirteen (SOL 4.13) * Unit Fourteen
(SOL 4.14) * Unit Fifteen (SOL 4.18)
Page 6 - Unit Sixteen (SOL 4.26 RC) * Unit
Seventeen (SOL 4.27 RC)
Page 7 - Unit Eighteen (SOL 4.28 RC) * Unit
Nineteen (SOL 4.29 RC)
