Instructional Unit Eighteen

Goal: Visual Communication and Production 

Objective: 

4.28 RC          The student will create three-dimensional works of art.

                        State Core SOL Correlations: None

Instructional Strategies:

Discuss symmetrical and asymmetrical balance (Unit 2, Lesson 5, page 28).  Show examples of artists works such as:  Alexander Calder’s “Chock” and Mobiles, Pair of Ivory Leopards, Henry Moore’s “Rocking Chair” and Betye Saar’s “Spirit Catcher” (Unit 3, page 44).

Suggested Student Activities:

1.      paper  mache’ animal (Unit 6, page 128).

2.      found object animal.

3.      3-D cardboard design.

4.      create a mobile out of tissue paper and reed, clay or cardboard pieces.

5.      pop-up cards.

6.      3-D flowers or insects.

7.      origami shapes.

8.      wire figures.

9.      ceremonial headdress or mask (Unit 3, Lesson 7, page 46).

Assessment:

The students will be assessed on their ability to create three - dimensional works of art through: 

            1.  identifying three - dimensional works.

            2.  producing art work.

            3.  critique of student work.

            4.  display of student work.

 

 

 Instructional Unit Nineteen         lupl

Goal:  Visual Communication and Production

Objective:

4.29 RC          The student will emphasize textural differences in their art.

                        State Core SOL Correlations: None

Instructional Strategies:

Discuss differences between tactile and visual textures.  Show works by artists such as Frank Stella’s “Thruxton 3X” (Unit 3, Lesson 8, page 50), Claes Oldenburg’s “Two Cheeseburgers” (Unit 3, Lesson 8, page 52), Henri Matisse’s “Still Life:  Apples on Pink Tablecloth”, Andrew Wyeth’s “Christina’s World”, Salvador Dali’s “The Persistence of Memory”, Burchfield’s “Summer Afternoon” and Vincent Van Gogh’s “The Olive Orchard”.

Suggested Student Activities:

            1.  Collage (Unit 6, Lesson 16, page 114).

            2.  3-D cardboard design with added textures.

            3.  Clay textural stamps.

4.  Draw two different textures, ie. smooth vs. furry, from objects sitting in front of you.

            5.  Create a landscape emphasizing lines and textural surfaces.

            6.  Create an imaginary landscape.

            7.  Clay or paper sculpture of a food item.

Assessment:

The student will be assessed on their ability to create and recognize textural differences through:

1.      identifying textures.

2.      producing textures, visual and tactile.

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)

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