Unit plan overview

Unit Plan Title: Working Toward Abstraction

Standards

Benchmark 1: The student compares and contrasts different types of materials, techniques, and processes.
Indicators:
The student:
2. intentionally takes advantage of a given media, technique, and/or process.
Benchmark 2: The student compares and contrasts different types of materials, techniques, and processes.
Indicators:
The student:
1. explains the differences in the visual effects of different materials used to create a two-dimensional work.
2. explains the differences in the visual effects of different materials used to create a three-dimensional work.
Benchmark 3: The student demonstrates advanced control with media, techniques, and processes when creating two- and three-dimensional works of art
Indicators:
The student:
2. creates two- and three-dimensional works of art that show competency and craftsmanship.
Benchmark 4: The student analyzes media, techniques, and processes to create specific effects that intentionally communicate through works of art.
Indicators:
The student:
1. documents personal responses to works of art and explains how the media, techniques and processes contribute to responses.
2. intentionally takes advantage of the qualities and characteristics of art media, techniques, and processes for enhancing communication of experiences and ideas.
3. employs the most effective media and technology for communicating ideas.
STANDARD 2:Using Knowledge of the Elements of Art and the Principles of Design

Benchmark 2: The student critiques art works based on the use of the elements and principles.
Indicators:
The student:
1. analyzes how elements and principles affect the expressive qualities in works of art.
Benchmark 3: The student employs and defends the use of elements and principles in art works.
Indicators:
The student:
1. uses the elements and principles to produce art work with a message.
2. analyzes effectiveness of the use of elements and principles in
communicating a message through art.

STANDARD 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas Proficient

Benchmark 2: The student interprets and represents images, symbols, and ideas in art works.
Indicators:
The student:
1. applies images, symbols, and ideas to produce works of art that communicate specific messages.

STANDARD 4: Understanding the Visual Arts in Relation to History and Cultures

Benchmark 3: The student creates art work that utilizes characteristics from works of a self-selected movement or culture.
Indicators:
The student:
1. plans and creates a work of art that reflects characteristics of present day culture.
2. produces work that reflects art as a living history.

STANDARD 5: Reflecting Upon and Assessing the Characteristics and Merits of Art

Benchmark 2: The student forms and defends judgments based on characteristics and merits of art works.
Indicators:
The student:
1. generates and analyzes responses to art works based on informed knowledge base.
2. defends responses to art works based on informed knowledge base.

Desired Results

Goals: Understand effects of light and shadow on objects.

Objectives:

• Apply shading processes onto a sphere, cube, cylinder and monochromatic shading.
• Critique their work based on the values they applied to their shapes.

Lesson 2

Goals: Observe shadows and highlights of a 2-3 object still life.

Objectives:

• Create a realistic still life drawing.
• Critique artwork informally with peers.

Lesson 3

Goals: Identify abstract artworks.

Objectives:

• Compose an abstraction drawing from their still life drawing.
• List color harmony used and artist and/or artwork inspiration.

Lesson 4

Goals: Recognize characteristics of non-objective abstract artworks.

Objectives:

• Design a non-objective abstract work.
• Apply ideas of abstracts to create work using elements and principles.

Lesson 5

Goals: Think critically about artwork with abstraction.

Objectives:

• Research self-chosen abstract artist.
• Produce a self-portrait using learned abstract ideas.
• Critique abstract artwork during a class critique.

Essential Questions

• How would you use colored pencils to show highlights and shadows on different shapes?
• What elements and principles of art does Pedro Campos use in his photorealistic works?
• What do you notice about photorealistic works?
• How can you change a realistic work to an abstract work?
• What elements and principles are used in abstract artists work?
• List color harmonies and how they can be applied to an artwork?
• How would you adapt other artists ideas for your own work?
• During various movements, how did artists abstract their subject?
• What inferences can you make about non-objective art?
• How would you evaluate a non-objective artwork?
• What choices can be made about abstract self-portraits?
• How can elements and principles be used to create an expressive piece?
• What judgments can be made about an abstract self-portrait?

Knowledge and Skill

• Apply knowledge about color, light, and shadows to a study on different shapes
• Create a realistic still life using ideas from color study
• Compose an abstraction of still life
• Discuss color harmonies
• Design non-objective abstract work
• Compile all learned ides to create abstract self-portrait
• Use elements and principles in artwork
• Assess works from realist and abstract artists in class
• Critique student artwork

Assessment Evidence

Assessment (indicate Bloom’s levels)

Students will be assessed with checklists, rubrics, self-assessment, writings, readings, and in class participation:

Knowledge:

• Define realistic, abstract and non-objective artwork
• Recognize the differences in each of these types of works
• (In class discussion, use on in class projects)

Comprehension:

• Classify works by realistic, abstract, and non-objective abstract artists
• Translate these ideas into their own for a project
• Comparing work from each of these movements
• (In class discussion, sketches & ideas, projects)

Application:

• Experiment with light and shadows in color study
• Use color study to apply lights and shadows to their realist work
• Write about their inspiration for their piece
• Apply ideas about realism, abstraction, and non-objective abstraction
• (Class projects, sketches, discussion)

Analysis:

• Analyze the work of realistic, abstract, and non-objective artists
• Explore how they can apply those ideas to their artwork.
• Inference how non-objective and abstraction comes from subject matter
• (Sketchbook, projects)

Synthesis:

• Incorporate light and shadows into still life
• Compose an abstract work using still life
• Create a non-objective work from their abstracted still life
• Compile ideas to create an abstract self-portrait
• (Projects & artwork)

Evaluation:

• Assess artwork from artists discussed in the areas of realism and abstraction
• Critique abstract self-portrait using ideas learned during unit
• (In class discussion, class critique and self-critique using artwork & projects)

Learning Activities

• Assess artworks from famous abstract and realist artists
• Color study over light and shadows
• Still life drawing in colored pencil
• Abstraction of still life drawing
• Non-objective abstract drawing from abstracted still life
• Combine all ideas to create their own abstract self-portrait
• Self-assess their work
• In class critique of student artwork