Instructional Unit Seven

Goal:  Visual Communication and Production

Objective:

5.9        The student will emphasize spatial relationships in works of art.

            State Core SOL Correlations: None

Instructional Strategies:

Review space as an element of art and the general rules of perspective.  Discuss spatial devices such as positive and negative space, overlapping, size relationship, position on the picture plane, color changes and blurred detail or focus.  Show posters (space) and art prints showing space, depth, aerial perspective or positive and negative space.

Suggested Student Activities:

1.  Perspective using landscapes as a subject matter could be done in pastels, also outer space with planets.

2.  Reflection pictures using watercolor wet on wet techniques (ex. lakes, water, sailboats on the water).

            3.  Hot air balloons in the sky showing depth and space.

            4.  Drawings of people in crowded elevator to show depth.

5.  Positive and negative space could be demonstrated using cut paper or painting daylilies or underwater scenes.

Assessment:

The students will be assessed on their ability to emphasize spatial relationships in works of art by:

            1.  production of artwork emphasizing spatial relationships

            2.  identification of spatial relationships in artwork.

3.       critique of student work.

4.       display of student work.

 

Instructional Unit Eight          lupl

Goal:  Visual Communication and Production

Objective:

5.10    The student will use art materials experimentally in expressive works of art.

State Core SOL Correlations: English 5.2, 5.3, 5.7, 5.8, History and Social Science 5.1, 5.3, 5.6, 5.7, 5.9

5^th Grade English SOL *5^thGradeScienceSOL 
5^thGradeMathSOL* 5^thGradeHistory and Social ScienceSOL

Instructional Strategies:

Display a variety of artwork that shows expressive qualities or moods, meanings, symbols and themes in artwork.  Discuss expression in art using the elements of art.  Demonstrate.  Show prints such as Edvard Munch’s The Scream (line and color), “The King” and “The Clown” by Roualt, August Macke’s “Geraniums Before Blue Mountain”, Paul Gaugin’s “Tahitian Landscape” and works by Jackson Pollock, Kandinsky, Hans Hoffman and Paul Jenkins.

Suggested Student Activities:

            1.  Illustrate to music using line, color, texture, etc.

2.  Students might choose a mood or emotion and using a variety of media create or express the emotion.

3.  Have students use available art media to create the mood they are feeling at the moment.

4.  Using symbols or themes create an an expressive work of art such as landscapes (Unit 5, Lesson 13, page 90).

Assessment:

The students will be assessed on their ability to use art materials experimentally in expressive works of art by:

            1.  production of artwork.

            2.  experimentation of expression.

            3.  critique of student work.

            4.  display student work.

 

Instructional Unit Nine          lupl

Goal:  Visual Communication and Production

Objective:

5.11    The student will use a computer to produce a work of art.

            State Core SOL Correlations: English 5.2, Science 5.3

5^th Grade English SOL *5^thGradeScienceSOL 
5^thGradeMathSOL* 5^thGradeHistory and Social ScienceSOL

Instructional Strategies:

Using the computers in the classroom or lab demonstrate the draw paint program and use of the toolbox.  Show students what can be done with cut and paste, color, shapes and graphics.  Show examples of computer artwork.  Handouts of pictures of Navajo textile patterns or any subject to be studied, a handout of the computer toolbox and instructions for computer use might be helpful.

Suggested Student Activities:

1.  Create a landscape or still life in color using a paint program on the computer.

2.  Take a common object and create an abstraction of the object on the computer giving visual texture to the artwork.

            3.  Produce a non-objective piece of art in color.

4.  Indian Navajo blanket designs created using line, shape and color on the computer.

5.  Use their initials and create a design using their monogram in black and white or color.

Assessment:

The students will be assessed on their ability to use a computer to produce a work of art by:

            1.  production of artwork on the computer.

            2.  manipulation of computer toolbox, cut and paste.

            3.  critique of student work.

            4.  display of student work.

Page 1 - Unit One (SOL 5.2) * Unit Two (SOL 5.4) * Unit Three (SOL 5.5)
Page 2 - Unit Four (SOL 5.6) * Unit Five (SOL 5.7) * Unit Six (SOL 5.8)
Page 3 - Unit Seven (SOL 5.9) * Unit Eight (SOL 5.10) * Unit Nine (SOL 5.11)
Page 4 - Unit Ten (SOL 5.12) * Unit Eleven (SOL 5.13) * Unit Twelve (SOL 5.14)
Page 5 - Unit Thirteen (SOL 5.15) * Unit Fourteen (SOL 5.16) * Unit Fifteen (SOL 5.17)
Page 6 - Unit Sixteen (SOL 5.18) * Unit Seventeen (SOL 5.19) * Unit Eighteen (SOL 5.20)
Page 7 - Unit Nineteen (SOL 5.21) * Unit Twenty (SOL 5.22) * Unit Twenty-One (SOL 5.23)
Page 8 - Unit Twenty-Two (SOL 5.24) * Unit Twenty-Three (SOL 5.25)

Back to Fifth Grade Art Curriculum