Page 1 of 6 Teacher: Art4, CORE Course: Art4 Year: 2012-13 Units: - All - Element of Color Identify complementary and intermediate colors. Recognize value within the hue Use appropriate vocabulary What are the complementary colors? What are the intermediate colors? How can you describe your art work using correct vocabulary pertaining to color? 1.1 - know the differences between materials, techniques, and processes 1.2 - describe how different materials, of art in order to convey ideas 2.2 - describe how 2.3 - use visual structures and functions of art 3.2 - select and use identify and use complementary and intermediate colors in their show value within the hue. know appropriate vocabulary associated with the element of color. will produce a work of art with complementary and intermediate color being the focus of their design. use different media to show value within a hue. critique various using appropriate vocabulary in their discussion. Complementary colors Intermediate colors Color wheel Primary Colors Secondary Colors. Hue Value Create a color wheel using only primary colors. Mixing the primary colors I will make secondary colors and tertiary colors. By looking at the color wheel I will name the complementary colors and the intermediate colors. complementary colors (color wheel) color mixing (color wheel) 9/17/201 Element of shape, form, and line Introduce overlapping as beginnings of depth perception Understanding relationship between form and shape Continue to develop abilities in 3-dimensional shape Construction Introduce types of line and vocabulary( Straight curved, broken, horizontal, slanted, bold, thin, thick, edge, contour outline, etc.) Use line to produce artwork in various media. Develop an awareness of line as used in art production and student work. How many different types of lines can you identify? What is difference between Form and Shape? Is your project 3-dimensional? Do your shapes overlap? 1.1 - know the 1.2 - describe how The student will overlap to show deph perception. The students will use form and shape as part of their design. The students will create 3-D piece of The student will be able to identify different types of line. will learn new vocabulary as it relates to their artwork and the element of line. appropriately use overlapping to show depth perception in their Overlapping Form Shape 3-dimensional depth perception line In my artwork I will show many forms of line which I can identify. In my artwork I will contain different forms and/or shapes which are overlapping. I can describe the elements that make a project 3-Dimensional. overlapping design (D) Overlapping Design 10/1/201 2.2 - describe how 2.3 - use visual 3.1 - explore and 3.2 - select and use elements of Space and Texture Continue exploration of positive and negative space. Discuss space as used by artists in various works and periods Develop an awareness of space as it relates to student work. Recognize textures in works of famous artists Continue to produce art projects using texture.
Page 2 of 6 Can you identify the positive and negative spaces within your artwork? Within these famous can you identify the space and texture? Does your artwork show or use texture as an element of design? 1.1 - know the 1.2 - describe how 2.2 - describe how 2.3 - use visual 3.1 - explore and 4.1 - know that the 4.2 - identify specific as belonging to 4.3 - demonstrate 3.2 - select and use 5.1 - understand produce art showing negative and positive space. be able to identify space in their artwork as well as artwork of famous artist. produce work using texture as visual or tactile. be able to identify texture in their artwork as well as artwork of famous. produce art that show positive and negative space. be able to critique their artwork and famous artwork as it relates to space. positive space negative space Artist names and names of their work. Texture Create a project that shows positive and negative space. During a critique of famous artist's work I can identify the space and texture within the Create a project that uses texture as either tactile or real. Drawing using complementary colo positive/negative (color wheel) space and texture 9/17/201 Element of Value and Balance and contrast Introduce "value" vocabulary : tint and shade Use values as an expressive tool in their own art work Use value as it relates to a light source. Continue to explore balance in a 2-dimensional context. Study balance in famous artist's works Use both the concept of size and color as affecting and relating to balance. Develop understanding of contrast relating to( light, shadow, color, and texture.) Study artist use of contrast in both 2-dimensional and 3-dimensional works Through students own work show a degree of understanding of contrast Create contrast using color dominant and recessive, shading etc. Does the value show tint or shade? Does your object show correct value as it relates to the light source? How did you create balance in your artwork in terms of color and size? In what elements does your artwork show contrast? 1.1 - know the 1.2 - describe how 2.2 - describe how l know tints and shades. use value as an expressive tool. use lights source as a way to create value. use color and size to show balance. use light shadow, color, and texture to show contrast. will create tints and shades within value. imitate famous artists use of balance by color and size. demonstrate light, shadow, color, and texture to show contrast. show dominant and recessive colors in their light shadow color texture 2-dimensional 3-dimensional shading dominant recessive balance tint shade artist names and Create a black and white drawing using correct value in relation to the light source. Create a value painting showing tints and shades. During critique I will describe the balance between my objects in relation to size and color. I will be able to show which elements show contrast in my. My Own Starry Night My Own Starry Nigh 12/3/201 2.3 - use visual 3.1 - explore and 3.2 - select and use
Page 3 of 6 4.1 - know that the 5.1 - understand 5.2 - describe how people's experiences influence the development of specific Principle of emphasis/focal point, rhythm, movement Be able to identify emphasis and focal point as a principle of design Be able to use emphasis and focal point as an interesting part of ones's art work. Be introduced to the terms rhythm/ movement Discover examples of rhythm/movement in artist works. Use their response to rhythm/ movement in creating a work of Can you identify the emphasis and focal point in the artwork? Does your work show emphasis or a focal point? What elements in your artwork show rhythm/movement? Identify rhythm/movement in your own artwork and in artwork of famous artist? 1.1 - know the differences between materials, techniques, and processes 1.2 - describe how different materials, techniques, and processes cause different 1.3 - use different media, techniques, and processes to communicate ideas, experiences, and materials and tools in a safe and responsible manner 2.1 - know the differences among visual and purposes of art in order to convey ideas 2.2 - describe how different expressive features and organizational principles cause different 2.3 - use visual structures and functions of art to communicate ideas 3.1 - explore and understand prospective content for 3.2 - select and use subject matter, symbols, and ideas to communicate 4.1 - know that the visual arts have both a history and specific relationships to 4.2 - identify specific as belonging to particular cultures, times, and 4.3 - demonstrate how history, culture, and the visual arts can influence each other in making and studying 5.1 - understand there are various purposes for creating works of visual art 5.2 - describe how people's experiences influence the development of specific identify emphasis and focal points as a principle of design. Using emphasis and focal points students will create interesting pieces of use rhythm and movement in their Within artwork students will show an obvious focal point and areas that emphasize importance. Student will begin exploring with the use of rhythm/movement through various elements. Principles of proportion/scale/repetition/unity and harmony emphasis focal point rhythm movement artist names and their. Create an artwork that has a focal point or an emphasis on a certain object. Create an artwork that has rhythm/movement throughout the piece. During critiques I will identify the object that is my focal point and/or object that I have emphasis on. In critiques I will identify the rhythm/movement used in my artwork and the art work of famous artist. Review definitions of proportion/scale Find examples of proportion/scale in Use exaggeration of proportion/scale for emphasis in art work. Explore artist's use of repetition Painted Penguins Painted Penguins 1/1/201
Page 4 of 6 USe repetition in student generated 2-dimensional or 3-dimensional art work applying it to the elements of design. Be introduced to definition of unity and harmony as it relates to Explore unity/harmony in. Demonstrate understanding of unity/harmony in a 2-dimensional work. How does the use of exaggeration emphasize proportion/scale in your artwork? What element did you use to create repetition? Does your artwork have a sense of unity and harmony? Why? 1.1 - know the 1.2 - describe how 2.2 - describe how definitions proportion and scale identify proportion and scale use of proportion and scale to create emphasis. Repetition within 2-d and 3-d forms. Unity and harmony and how it relates to will be able to identify examples of proportion and scale within their use repetition in 2-d and 3-d forms of use unity in their work as a principle of use harmony in their work as a principle of proportion scale repetition 2-dimensional 3-dimensional unity harmony Create a piece of art that exaggerates an object to emphasize porportion and scale. Create a piece of art that shows repetition through one element of design. Using the elements of design create an artwork that shows unity and harmony. During critiques I will be able to explain how my artwork shows unity and harmony. Heart Art Heart Art 2/1/201 2.3 - use visual 3.1 - explore and 3.2 - select and use 4.1 - know that the 4.3 - demonstrate historical and cultural context Introduce the "historical timeline" concept of art history. Introduce chronological time periods. Relate to the cultural and social contexts that created them review and introduce further vocabulary pertaining to historical and cultural contexts in the arts. Be introduced to pa Artist and discuss geographic and Cultural aspects of their art work. Geographic regions Chronological and Historical Events Biases and Prejudices Historical and Cultural perspective. Vocabulary How can you describe the subject matter in the art and how it relates to the geographic region? What types of media are used in specific geographic regions? What art works were created during historical periods? Can you explain the biases and prejudices depicted in various woks of art? What are some of the PA artists and their works? What is the comparison between art work created during the same time period? What is the comparison between art created during the same time period in conjuction technique subject matter? Did you use historical and cultural to create your work? Can you use the proper vocabulary in discussing works of art? 2.2 - describe how 2.3 - use visual 4.1 - know that the 4.3 - demonstrate 5.1 - understand 5.2 - describe how people's experiences influence the development of specific 5.3 - understand there are different to specific Examine of selected cultures and the art of those cultures through teacherguided activities. Examine of selected times and the art from those times Examine of selected and the art from those Compare and contrast art from selected cultures, times, and. Relate how culture, history, and art influence each will use correct vocabulary to describe art Know art periods and art with in that time. Know Cultural trends and styles for each art period. Compare art work of the same time period. Know and recognize PA artist and their impact on the state. be able to use their own biases and prejudicies when forming an opinion on Relate works of art from time periods relating to their social study courses. Know that geographical regions produce art of "historical timeline" culture Art periods Artist names and their works I will know famous and from different regions and cultures of the world. when looking at art from different culture and regions I will be able to describe the subject matter and why that subject is important. I will know famous artwork from historical periods and how those time periods effected the art and its subject matter. I will know famous artist from PA and how they contributed to the history of PA. During critiques I will be able to lead discussions when comparing of different cultures, different regions and different historical periods throughout time. A Faith Ringgold Design Faith Ringgold Work of Art 3/1/201
Page 5 of 6 6.1 - understand and use similarities and differences between of the visual arts and other arts disciplines different subject matter as well as material. Aesthetic Response 6.2 - identify connections between the visual arts and other disciplines in the curriculum 4.2 - identify specific as belonging to 1.1 - know the 1.2 - describe how 3.1 - explore and 3.2 - select and use Continue to develop opinions of their own and other's art work. Explain their choices regarding subject matter of their own art work. Can you deconstruct the and merits of your own artwork? Can you express (verbal and/or written) the and merits of one s own artwork? 4.1 - know that the 4.2 - identify specific as belonging to 4.3 - demonstrate 5.1 - understand 5.2 - describe how people's experiences influence the development of specific be able to describe the work in greater detail using appropriate vocabulary. will be able to Compare and contrast the the student s own be able to evaluate the the student s own artwork 5.2.1 Interpret the aesthetic merits During classroom critique I will be able to explain my work and why I have choosen particular elements and principles to include in my work. I will be able to write a response explaining my work and its contents. current 4th grade writing/language cirriculum My Favorite Art Work My Favorite Works o Art 4/1/201 5.3 - understand there are different to specific 6.1 - understand and use similarities and differences between of the visual arts and other arts disciplines 6.2 - identify connections between the visual arts and other disciplines in the curriculum Critical Response Know how to recognize the process of criticism in identifying and analyzing among works in the arts. Describe works in the arts comparing similar and contrasting. Classify works in the arts by forms in which they are found. How would you descibe the relationship between your art and the work of famous artists? What are the elements that the artist used in his or her work? 5.1 - understand 5.2 - describe how people's experiences influence the development of specific 5.3 - understand there are different to specific 6.1 - understand and use similarities and differences between of the visual arts and other arts disciplines 6.2 - identify connections between the visual arts and other disciplines in the curriculum 1.1 - know the Analyze and discuss the artwork of others Compare and contrast the artwork of others Evaluate the artwork of others will participate in classroom critiques of their own work and that of famous artist. Discuss artist's use of art elements in thier work.\ respond to a particular artist work participating in various forms. Art periods Artists and their art work opinion architecture graphic design During critique I will be able to compare my work to a work of a famous artist. I will identify the elements used in my work and the 4th grade writing/language curriculum elements used within famous. Compare and Compare and Contrast My Contrast My Works of A Works of Art With With Others Others 5/1/201
Page 6 of 6 1.2 - describe how 2.2 - describe how 2.3 - use visual 3.1 - explore and 3.2 - select and use 4.1 - know that the 4.2 - identify specific as belonging to 4.3 - demonstrate