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Lesson Plans
Deborah Welker, NBCT
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Second Semester Classes
Lesson Plan Outline
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Dates: May 5 - 16 |
Course: Art
II |
Block 1 |
Teacher: Debbie
Welker |
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Instructional
Resource(s): Scholastic Art “Chihuly” Internet sources for trees and houses |
Other Instructional
Material/Equipment: Multi
technique: pencils, colored pencils, paper, pens, tempera paint, and brushes,
plastic sculpture: clear and green plastic to be melted, sculpture form, and
hot glue. Clay Sculpture: pvc pipe, base, clay,
clay tools, and web site. |
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Standard Number(s)
and Standards(s): (I-A,B,C) (II-
B) (III-A,B) (V-A)
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Objectives: Student will be able to ·
Apply correct technique of painting and pencil
to multi technique painting ·
Recognize and discuss technique of stipple and
cross hatching ·
Use good painting techniques with tempera
paint ·
Work as a group and use good design and safety
rules to melt and form plastic to be applied to chandelier form ·
Apply designs to each plastic piece using
transparent paint or markers ·
Design tree and tree house indigenous to the
culture students choose. ·
Make tree and tree house out of clay |
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May 5 - 9 Topics: Monday: Teacher will give instruction
for multi techniques uniting all designs together. Pen/ink, pencil and
painting. Tuesday: Teacher will monitor work on
designs and sculpture. Wednesday: Teacher will assist students who need help
on designs or sculpture. Thursday: Teacher will assist students
working on multi design. Friday: Teacher will give instructions on research
for tree house design from different countries. May 12 - 16
Monday: Teacher will give
instruction on making sculpture using pvc pipe and
base and wire for limbs. Tuesday: Teacher will give positive
reinforcement to students needing assistance with sculpture. Wednesday: Teacher will assist students with problems.
Thursday: Lead critique of sculpture work to date. Friday:
Give assistance to all students to complete tree house sculpture
assignment. |
Monday: Students will begin design
using multi techniques in one design. Tuesday: Students will work on multi technique
design and some on chihuly sculpture. Wednesday:
Students will continue working on multi technique design and chihuly sculpture. Thursday: Students will complete multi technique
design. Friday: Students will design tree and
tree house that are indigenous to a country and culture chosen by students. Monday: Students will begin building
form around PVC pipe and base Tuesday: Students will continue to work on clay
sculpture. Wednesday:
Continue applying sculptural forms to build tree. Thursday: Continue with sculpture building house when
tree is finished. Critique of work in progress. Friday: Students will complete tree house
sculpture. |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
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Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check
all that apply) Oral
Q&A *
Task Performance Test Quiz *
Discussion *
Student Presentation Other * Graded Written Work *
Observation ____Rubric |
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Teacher
Reflection/Notes: Assignment for May
13 is drawing of your favorite feet. |
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I. Understanding and applying media,
techniques, and processes.
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A. Demonstrate mastery of at least one visual arts medium
through the effective use of technique and processes in the communication of
ideas. B. Identify, define, and solve challenging visual arts
problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
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II. Using knowledge
of structures and functions; elements and principles of design.
|
V.
Reflecting upon and assessing the merits of their work and the work of
others
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B. Address specific visual arts problems by creating
multiple solutions that demonstrate effective relationships between
structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various
artistic techniques for communicating meanings, ideas, and intentions. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
|
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A. Analyze the origins of specific images and ideas and
explain why these elements are of value in their own artworks and in those of
others. B. Use the appropriate art vocabulary and concepts to make
and defend aesthetic judgments about the validity of the source and content
of their own artworks and significant artworks of others. |
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Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: May 5 - 23 |
Course: Art 1 |
Block: 2 |
Teacher: Debbie Welker |
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Instructional Resource(s): the Masters of Illusion videos and Drawing Visuals: Student art work examples Examples or clay tea pots |
Other Instructional Material/Equipment: pencils, paper, colored pencils, still life-soda can, paint, brushes, clay and clay tools |
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Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
Textbook pages: Drawing 6-8, 10-13, 17-27 Art in Focus p. 28-31 |
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Objectives: Student will be able to ·
Identify
and
discuss the techniques used by artist to create realistic 3-d illusions on a
2-d surface. ·
Identify, produce and critique a modeled drawing of the 4 basic
shapes. ·
Use the graphite pencil in correct technique ·
Draw the 4 basic shapes correctly ·
Apply values to modeled drawing using the 6 laws of light ·
Student will be able to identify and apply the technique of modeled
drawing ·
Produce a realistic rendering of a soda can using the 6 laws of
light. ·
Identify and critique an artwork using the 6 laws of light in
modeling. · Apply color with colored pencils to pencil drawing to show correct values. · Through writing reflect on the importance of Masters of Illusion’s life and work. · Discuss the importance of specific works of art in the art world of today. · Draw a landscape, hallway, name and block using one point perspective · Use hand building techniques to build themed tea pot · Use correct painting techniques to paint monochromatic painting |
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May 5 - 9 Topics: Monday: Instruction will be given on modeled drawing of robot or futuristic city using techniques from modeled basic shapes by using the 6 laws of light. Tuesday: Show and discuss Masters of Illusion video. Begin instruction on Modeled drawing of cylinder in still life. Give instruction on modeled drawing of soft drink can. Wednesday: Give instructions for applying color to completed modeled drawing of drink cans. Thursday: Teacher will give instructions for students to begin design for 3-d tea pot. Friday: Teacher will give instructions for hand building tea pots to fit specifics of their individual design. May 12 – 16 Monday: Give instructions for drawing landscapes using one point perspective. Tuesday: Give instructions for using
one point perspective to draw 3-d looking boxes and name. Teacher will access
progress of drawings. Wednesday: Instruction will be given on how to draw a name as a ribbon and shade correctly. Thursday: Give instruction on drawing using one point perspective in rooms. Demonstrate how to draw inside of room. Friday: Give instruction on how to draw hallway using one point perspective. Monitor drawings in progress. May 19 – 23 Monday: Give instructions for completing hallways using one point perspective. Assist students who are having trouble understanding the concept. Tuesday: Give instructions for using
one color and painting MONOCHROMATIC color scheme of action figure. Teacher
will access progress of drawing and painting. Wednesday:
Instruction will be repeated for correct technique in use of
brushes and tempera paint. Assistance will be given to students having
trouble. Thursday: Instruction will be given for drawing radial design using name or initials. Design will be repeated 12 times to make up radial design. Friday: Teacher will begin instruction of painting each section using tints and shades of all 12 colors. |
Monday: Begin modeled drawing of robot or futuristic city using techniques from modeled basic shapes. Tuesday: Students will watch video about Masters of Illusion and then Draw modeled soft drink can drawing using the 6 laws of light. Wednesday: When soda can is completed apply colored pencil to modeled pencil drawing of cans.
Thursday: Students will design tea pot using a theme and build using clay hand building techniques. Friday: Students will work on tea pots using correct hand building techniques.
Monday: Students will use handouts for review for instruction in using perspective in a landscape. Tuesday: Use perspective to draw boxes and name in block letters. Wednesday: Complete one point
perspective of boxes and block name and write name like ribbon using
perspective. Thursday: Begin drawing imaginary room using perspective techniques learned earlier. Friday: Continue drawing hallway using perspective techniques learned earlier. Monday: Complete hallways using one point perspective. Self Critique completed drawings. Tuesday: Find action figure in magazine and cut out to use as pattern then Select color and use monochromatic color scheme to paint action figure. Wednesday: Complete Monochromatic
Painting using tints and shades of one color using good painting techniques. Thursday: Students will begin drawing radial design using name or initials. Repeating design 11 more times as mirror image. Friday: Students will begin painting each section using tints and shades of all 12 colors. |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations * Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other: |
Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check all that apply) Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher Reflection/Notes: When students complete work early they may work on extra credit drawings. |
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I. Understanding and applying media,
techniques, and processes.
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|
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
|
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
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B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
|
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A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
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Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: April 21 – May 2 |
Course: Art II |
Block 1 |
Teacher: Debbie Welker |
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Instructional Resource(s): Scholastic Art “Chihuly” |
Other Instructional Material/Equipment: pencils, paper, markers, tempera paint, brushes, cutting board, clear and green plastic to be melted, sculpture form, and hot glue |
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Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
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Objectives: Student will be able to ·
Apply correct technique of painting tempera
paint to multi painting · Recognize and discuss technique of weaving · Use good painting techniques with tempera paint · Use safety rules to cut paper into strips and weave into combined design · Work as a group and use good design and safety rules to melt and form plastic to be applied to chandelier form · Apply designs to each plastic piece using transparent paint or markers · Draw alphabet using visual symbols of each letter · Design vanity tag for WHS Alumni Association |
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April 21 - 25 Topics: Monday: Teacher will give instruction for safety cutting and weaving two designs together. Tuesday: Teacher will administer HSAP.
Wednesday: Teacher will administer HSAP. Thursday: Teacher will administer HSAP. Friday: Teacher will give instructions on designing
vanity tag for Alumni Association. April 28 – May 2 Monday: Teacher will give instruction on making sculpture using melted plastic and form to make chandelier. Tuesday: Teacher will give positive reinforcement to students needing assistance on with completing assignments and melting plastic sculpture. Wednesday: Teacher will assist students with problems. 1 hr class. Thursday: Lead critique of tag and alphabet. Complete chandelier and discuss Glass artist Chihuly his life and art. Friday: Give assistance to all students to complete all work including the Chihuly assignment. |
Monday: Students will begin cutting their work into strips to weave together.
Tuesday: Students will take HSAP. Others will draw visual symbol alphabet. Wednesday: Students will take HSAP. Others will draw visual symbol alphabet. Thursday: Students will take HSAP. Others will draw visual symbol alphabet. Friday: Students will design vanity
tag for WHS. Monday: Students not finished with alphabet and license tag will complete their work. Students who have not completed their sculptures will form their own plastic piece to apply to form to make chandelier sculpture. Tuesday: Students will continue to work on sculpture using plastic forms. Students will begin to place plastic pieces of form. Wednesday: Continue applying sculptural forms to chandelier. Thursday: Complete chandelier and discuss Chihuly’s life and art. Friday: Students will complete all work including Chihuly plastic assignment. |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_ Critique * Demonstrations Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
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Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check all that apply) Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher
Reflection/Notes: Assignment for April 30 is drawing of still life of personal items that have memories or tell a story. |
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I. Understanding and applying media, techniques, and processes. |
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A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
|
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
|
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
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Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: April 21 – May 2 |
Course: Art 1 |
Block: 2 |
Teacher: Debbie Welker |
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Instructional Resource(s): the Agony and the Ectasy videos and Drawing Visuals: Student art work examples |
Other Instructional Material/Equipment: pencils, paper, colored pencils, still life |
|
Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
Textbook pages: Drawing 6-8, 10-13, 17-27 Art in Focus p. 28-31 |
|
|
Objectives: Student will be able to ·
Identify
and
discuss the techniques used by artist to create realistic 3-d illusions on a
2-d surface. ·
Identify, produce and critique a modeled drawing of the 4 basic
shapes. ·
Use the graphite pencil in correct technique ·
Draw the 4 basic shapes correctly ·
Apply values to modeled drawing using the 6 laws of light ·
Student will be able to identify and apply the technique of modeled
drawing ·
Produce a realistic rendering of a soda can using the 6 laws of
light. ·
Identify and critique an artwork using the 6 laws of light in
modeling. ·
Apply color with colored pencils to pencil drawing to show correct
values. · Through writing reflect on the importance of Masters of Illusion’s life and work. · Discuss the importance of specific works of art in the art world of today. |
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Topics: Monday: Give instructions for license plate drawing and instruction for alphabet drawing assignment. Tuesday: HSAP testing Wednesday: HSAP testing Thursday: HSAP testing Friday: Teacher will assist students to complete license plate design
April 28 – May 2 Monday: Show and discuss Masters of Illusion video. Begin instruction on Modeled drawing of cube and cylinder by using the 6 laws of light. Tuesday: Give instructions for modeled drawings of cone and sphere. Give instruction on modeled drawing of soft drink can. Wednesday: Give instructions for applying color to completed modeled drawing of drink cans. Thursday: Teacher will access progress
of colored pencil drawings. Friday: Instruction will be given on modeled drawing of robot or futuristic city using techniques from modeled basic shapes. |
Assignments: Monday: Students will work on license plate design for Wilson High Alumni Tuesday: HSAP testing Wednesday: HSAP testing Thursday: HSAP testing Friday: Students will complete license plate design Monday: Students
will watch video about Masters of Illusion and then Draw modeled drawings of cube and cylinder using values. Tuesday: Draw sphere and cone using the 6 laws of light. Wednesday: Begin soft drink can drawing. When completed apply colored pencil to pencil drawing of cans.
Thursday: Complete drink can drawings Friday: Begin modeled drawing of robot or futuristic city using techniques from modeled basic shapes. Monday: will continue work on robot drawing. |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations * Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
|
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Learning Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
|
Check
all that apply: _*_
Rubric __
Assignment Sheet |
|
|
Assessment: (Check all that apply) Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
|
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Teacher Reflection/Notes: When students complete work early they may work on extra credit drawings. |
||
I. Understanding and applying media, techniques, and processes. |
|
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
|
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
|
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
|
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: April 21 – May 2 |
Course: IB and AP |
Block: 3 |
Teacher: Deborah Welker |
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Instructional Resource(s): Drawing Visuals: Student art work examples and research on artist incorporated. Research library and internet, Art in Focus, Art Talk |
Other Instructional Material/Equipment: pencils, paper, colored pencils, acrylic paint, canvas, and other materials to be requested by student for individual projects. |
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Standard Number(s) and Standards(s): (I-A,B,C) (II-A,B,C) (IV A,B,C) (V-A,C) (VI.-C) |
Individual Concentration: HOMO FABER and Approaches to Learning |
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Objectives: Student will be able to * Speak and write about aesthetics and art
history theories when critiquing art work ·
Select an
artist or style they want to experiment with ·
Write research
/ reflection on the artist or style selected ·
Turn in plan
for experiment including materials needed. ·
Produce art
work based on the artist or style. ·
Reflect in
writing the process of creating this work or art. ·
Critique both
work in progress and completed work |
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April 21 – May 9 Topics: The teacher
will: Monday: Teacher will discuss with AP
student about progress of concentration and the quantity of work completed. Tuesday: IB examiner will be here to conduct exam interview. Instruction or assistance will be given when needed to AP student. Wednesday: Teacher will lead critique of projects completed and give instruction on preparation for next project to be worked on individually. Thursday: Teacher will monitor AP student’s work. Friday: Teacher will lead critique of projects completed and give instruction on preparation for next project. April 28 – May 9 Monday: Instruction will be given when needed to AP student working on individual projects. Tuesday: And coordinate AP projects to be worked on individually. Wednesday: Check up on progress of total AP portfolio and new slides will be taken of finished work. Instruction will be given when needed to AP student working on individual project. Thursday: Teacher will monitor AP student’s work. Friday: Teacher will take last slides for AP portfolio. IB IB Exam completed |
Assignments: The student will: Monday: Demetrious will continue to work on architectural concentration. Tuesday: IB students will have exam
interview. AP student will work on project. Wednesday: After critiquing work to date. Student will work up plan for next concentration project. Student will work on individual concentration.
Thursday: AP student will continue working on individual projects. Friday: After critiquing work in studio, Students will work up plan for next concentration project. Monday: AP student will continue
working on individual projects. Tuesday: AP students will continue to work on individual concentrations. Wednesday: Demetrious will work on AP
concentration.
Thursday:. AP will Continue working on individual projects. Friday: Last day for slides.
AP Demetrious -- Architecture concentration |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations __ Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
|
|
Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
|
Check
all that apply: _*_
Rubric __
Assignment Sheet |
|
|
Assessment: (Check all that apply) * Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher Reflection/Notes: When students complete work early they may work in research workbooks. All students have 5 pages due every week. Due Date every A-day Tues. or Wed. of each week. |
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S. C. Visual Arts Standards 9th – 12th grades
advanced
I. Understanding and applying media,
techniques, and processes.
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IV. Understanding the visual arts in relation to history and cultures. |
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
B. Analyze, evaluate, and interpret characteristics of the visual arts that exist across time and among diverse cultural and ethnic groups. . |
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. and function. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. B. Use complex descriptors and analogies to explain how visual and tactile qualities are perceived aesthetically. C. Formulate criteria for
interpreting and evaluating their own artworks and those of others. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
VI. Making connections between visual arts and other disciplines |
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
B. Compare and contrast issues and themes in the visual arts with those in the humanities or the sciences. |
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
|
Lesson Plan Outline
|
Dates: March 31-11 |
Course: Art II |
Block 1 |
Teacher: Debbie Welker |
|
Instructional Resource(s): Scholastic Art “Chihuly” |
Other Instructional Material/Equipment: pencils, paper, paint, brushes, clear and green plastic to be melted, sculpture form, and hot glue |
|
Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
|
|
|
Objectives: Student will be able to ·
Apply correct technique of painting tempera
paint to multi painting · Recognize and discuss technique of weaving · Use good painting techniques with tempera paint · Use safety rules to cut paper into strips and weave into combined design · Work as a group and use good design and safety rules to melt and form plastic to be applied to chandelier form · Draw contour line drawings and overlap shapes using watercolor to apply values |
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March 31 – 4/4 Topics: Monday: Teacher will reinforce painting tips and good design techniques using design elements and principles in tempera painting. Tuesday: Teacher will give positive reinforcement to students needing assistance on self portrait.
Wednesday: Teacher will assist students with problems
and show prints and baskets as a weaving demonstration. Thursday: Teacher will give positive reinforcement to students needing assistance to complete paintings and give instruction on weaving. Friday: Teacher will give instruction for safety
cutting and weaving April 7 - 11 Monday: Teacher will give instruction on making sculpture using melted plastic and form to make chandelier. Also monitor cutting and weaving for students not finished. Tuesday: Teacher will give positive reinforcement to students needing assistance on melting plastic sculpture. Also monitor cutting and weaving for students not finished.
Wednesday: Teacher will assist students with problems. Thursday: Complete chandelier and discuss Glass artist Chihuly his life and art. Friday: Give assistance to all students to complete all work including the contour line drawings. |
Monday: Students will continue to work on 2 tempera paintings using designs of choice which contrast but run in the same direction. Tuesday: Students continue to work on paintings using color scheme of their own choice and critique own work. Wednesday: Continue painting and discuss weaving as an art. Thursday: Students continue to work on painting using good painting techniques. Friday: Students will begin cutting their work into strips to weave together. Monday: Students not finished cutting and weaving design will complete their work. Students who have not completed their sculptures will form their own plastic piece to apply to form to make chandelier sculpture. Tuesday: Students will continue to work on sculpture using plastic forms. Students will begin to place plastic pieces of form. Wednesday: Continue applying sculptural forms to chandelier. Thursday: Complete chandelier and discuss Chihuly’s life and art. Friday: Students will complete all work including
contour line drawings. |
|
|
Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
|
|
Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
|
Check
all that apply: _*_
Rubric __
Assignment Sheet |
|
|
Assessment: (Check all that apply) Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
|
||
|
Teacher
Reflection/Notes: Assignment for April 7 is drawing of Kitchen still life. |
||
I. Understanding and applying media, techniques, and processes. |
|
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
|
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
|
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
|
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
|
Florence District One
Art Unit Plan
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Title: Elements of Design ( Line, Shape, Texture) April 7 - 11 |
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Teacher: Deborah
Welker |
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Grade Level: Art
1 9- 12 |
S. C.
Visual Arts Standards 9th – 12th grades Advanced
I. Understanding and applying media, techniques, and processes. |
IV. Understanding the visual arts in relation to history and cultures. |
|
A.
Demonstrate mastery of at least one visual arts medium through the effective
use of technique and processes in the communication of ideas. B.
Identify, define, and solve challenging visual arts problems independently. C.
Demonstrate the skillful, safe, and responsible application of a variety of
media, tools, and equipment. |
B.
Analyze, evaluate, and interpret characteristics of the visual arts that
exist across time and among diverse cultural and ethnic groups. . |
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B.
Address specific visual arts problems by creating multiple solutions that demonstrate
effective relationships between structural choices and artistic functions. and function. |
A.
Correlate viewer responses to artworks with various artistic techniques for
communicating meanings, ideas, and intentions. B.
Use complex descriptors and analogies to explain how visual and tactile
qualities are perceived aesthetically. C. Formulate criteria
for interpreting and evaluating their own artworks and those of others. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
VI. Making connections between visual arts and other disciplines |
|
A.
Analyze the origins of specific images and ideas and explain why these
elements are of value in their own artworks and in those of others. B.
Use the appropriate art vocabulary and concepts to make and defend aesthetic
judgments about the validity of the source and content of their own artworks
and significant artworks of others. |
B.
Compare and contrast issues and themes in the visual arts with those in the
humanities or the sciences. |
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson One:
outline, shape and pattern April 7 - 11 |
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Objectives: 1. The students will be able to identify an outline, organic and geometric shapes and line patterns. 2. draw an outline, organic and geometric shapes and line patterns. 3. Critique line drawing, organic and geometric shapes and line patterns in works of art by master artist. |
Vocabulary: Line Characteristics Line personality Outline Shapes (organic and geometric) pattern |
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Procedures/activities: The teacher will: Introduce
the unit on line with a discussion on line personality and characteristics
and then with exemplars of master artist’s work from the drawing text. After a discussion of the examples
in the text the teacher will demonstrate on the board the correct procedure
for drawing an outline drawing of organic and geometric shapes and line
patterns. The students will: Draw an outline of at least 8 different
objects (both organic and geometric) and in each shape the students will draw
a line pattern until all shapes are filled. Each line pattern will complement
the shapes used. |
Materials/Resources: Leaves Branches DRAWING
Ideas, Materials and Techniques Pages 16, 17, 8, 69, 100-101, 129, 83, 45, 46, 92 Prints by Master
artists using line patterns and shapes
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Assessment: Teacher observation and completed drawings will be
critiqued and assessed using criteria on board. Did the student use outline as instructed? One thickness only the outside edge Close orderly Line Pattern? At least 5 organic and geometric shapes? Neat? Creative? |
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Lesson Two: Contour Line and texture Tuesday 8th |
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Objectives: 1. The student will be able to identify contour lines in art works 2. Draw a contour line of a still life and a self portrait. 3. Critique their own contour line drawings and others. 4.
Draw contour of student the after adding 3 more overlapping contour
drawings use texture rubbings to apply patterns to shapes. |
Vocabulary Blind contour Contour line Thick, bold and thin, faint Depth Contour professional Critique texture |
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Procedures/activities: Teacher: will introduce and discuss the contour line and how it is different from the outline and how it has characteristics that go beyond the outline such at the variations of thickness and a 3-d quality following more contours of the subject. The teacher will use examples to point out the use of thin and thick lines by professional artist. The teacher will then demonstrate the correct way to do a contour line drawing of the hand. Teacher will lead critique of contour line drawing. Students: After instruction by the teacher, students will draw a contour line drawing of their hand, shoe then another student. The students will discuss and critique their own drawings and each others. The students will then do 3 overlapping contour drawings of others in the class then apply textures as instructed by the teacher. |
Materials/Resources: Student drawings text Drawing135-137, 47, 62, 64, 66-67, 94-95, 41, 53, color 5-8 pages 76-77, 63, 36-37, color 6 |
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Assessment: Teacher Observation Contour Drawings will be critiqued and assessed Completed contour drawing will be assessed |
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Lesson Three: Gesture Line Drawing |
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Objectives: 4. The student will be able to identify gesture lines in art works 5. Draw a gesture line of bodies in motion. 6.
Critique
their own gesture line drawings and others. |
Vocabulary Blind contour Contour line Thick, bold and thin, faint Depth Contour professional Critique |
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Procedures/activities: Teacher: will introduce and discuss the gesture line and how it is different from the outline and contour line drawings. How it has characteristics that go beyond such at the quick movement of the line and a 3-d quality following the gesture/movement of the subject. The teacher will use examples to point out the use of sketchy quick lines by artist. The teacher will then demonstrate the correct way to do a gesture line drawing of a student. Students: After instruction by the teacher, students will produce gesture drawings of student models. The class will go to the gym to draw 15 gesture drawings of students in motion. |
Materials/Resources: Student drawings text Drawingpages 76-77, 63, 36-37, color 6 |
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Assessment: Teacher Observation Gesture Drawings will be assessed |
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Homework and Individual Assignments
Students are assigned one drawing per week and may work on these drawings when class work is completed. Week One: a contour line drawing of a car parked outside. Students who need more work may select a
Optical illusion handout to complete. |
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Lesson Four April 9-11 |
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Objectives: 1.The student will be able to identify values in art works 2. Draw a value scale both gradual and gradiant values. 3. Draw a value drawing from ˝ of a color photograph changing color to black and white values. 3.
Critique their
own value drawings and others. |
Vocabulary Value Value scale Depth gradiant Gradual professional Critique |
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Procedures/activities: Teacher: will introduce and discuss the value scale then transferring this skill to a value drawing from a photograph. The teacher will then demonstrate the correct way to do a value drawing of a photograph. Students: After instruction by the teacher, students will produce value drawings of two value scales: one gradual and one gradiant. The class will then select a photo from the magazines provided and make a value drawing in black/white. |
Materials/Resources: Student drawings text Drawingpages 78-81, 106-120, 99, 45 |
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Assessment: Teacher Observation Value Drawings will be assessed |
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Homework and Individual Assignments
Students are assigned one drawing per week and may work on these drawings when class work is completed. Week One: a contour line drawing of a car parked outside. Students who need more work may select a
Optical illusion handout to complete. |
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Lesson Plan Outline
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Dates: April 7 - 11 |
Course: IB and AP |
Block: 3 |
Teacher: Debbie Welker |
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Instructional Resource(s): Drawing Visuals: Student art work examples and research on artist incorporated. Research library and internet Art in Focus, Art Talk |
Other Instructional Material/Equipment: pencils, paper, colored pencils, acrylic paint, canvas, and other materials to be requested by student for individual projects. |
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Standard Number(s) and Standards(s): (I-A,B,C) (II-A,B,C) (IV A,B,C) (V-A,C) (VI.-C) |
Individual Concentration: HOMO FABER and Approaches to Learning |
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Objectives: Student will be able to * Speak and write about aesthetics and art
history theories when critiquing art work ·
Select an artist
or style they want to experiment with ·
Write research
/ reflection on the artist or style selected ·
Turn in plan
for experiment including materials needed. ·
Produce art
work based on the artist or style. ·
Reflect in writing
the process of creating this work or art. ·
Critique both
work in progress and completed work |
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Dec 3 – 7 Topics: The teacher
will: Monday: Teacher will lead critique of projects completed and take photographs of studio work All work will be assessed with IB rubric Tuesday: Teacher will coordinate AP projects to be worked on individually. Wednesday: Exam will be organized and packed for shipping. Thursday: Teacher will monitor AP
student’s work. Friday: Teacher will continue to work with students as they work on setting up art show. |
Assignments: The student will: Monday: After critiquing work. Students will complete copies of pages and label photos. Tuesday: Student will begin work on new
individual concentration project. Wednesday: Continue working on IB Exam completing all sections and pack to ship. Last 5 pages due.
Thursday: AP student Continue working. Friday: Students will set up art show AP Demetrious- Architecture |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations __ Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
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Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check all that apply) * Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher Reflection/Notes: When students complete work early they may work in research workbooks. all students have 5 pages due every week. Due Date every A-day Tues. or Wed. of each week. |
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S. C. Visual Arts Standards 9th – 12th grades Advanced
I. Understanding and applying media,
techniques, and processes.
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IV. Understanding the visual arts in relation to history and cultures. |
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
B. Analyze, evaluate, and interpret characteristics of the visual arts that exist across time and among diverse cultural and ethnic groups. . |
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
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B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. and function. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. B. Use complex descriptors and analogies to explain how visual and tactile qualities are perceived aesthetically. C. Formulate criteria for
interpreting and evaluating their own artworks and those of others. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
VI. Making connections between visual arts and other disciplines |
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
B. Compare and contrast issues and themes in the visual arts with those in the humanities or the sciences. |
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Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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ART Lesson Plan Outline for Art 1
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Dates: March 31 – April 4 |
Course: Art 1 |
Block: 2 |
Teacher: Deborah Welker |
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Instructional Resource(s): Text “Drawing” and “Art in Focus” and “Art Talk” Romarde Bearden prints |
Other Instructional Material/Equipment: magazines, scissors, glue, posterboard, pencil, paper and drawing boards, |
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Transparencies, worksheets, models |
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Standard Number(s) and Standards(s): I (a,b,c) II. (a,b) III. (a,b) V. (a) |
Textbook pages:
AT-p 26,98,198, 207, D-p 115-129 |
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Objectives: Student will be able to ·
Use creativity to design name for front cover
portfolio presentation ·
Make aesthetic judgements
in selection of clippings for self portrait collage ·
Use correct cutting techniques · Write reflection on collage self protrait · Produce outline drawings · Produce line patterns |
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Topics: Monday: Give instruction for portfolio design. Tuesday: Review instruction for completion of portfolio design Introduce and give instruction on Collage
techniques and correct use of scissors and glue. Wednesday: reinforce and observe the
students’ technique of working with collage materials. Make observations. Thursday: Introduce and Discuss
self-portraits and instruct students to write reflection on their visual
symbolism in their own self-portraits. Friday: Instruct students on line and
how to overlap outlines and apply line patterns. |
Assignments: Monday: Design for portfolio using students name. Tuesday: Students will complete
portfolio design. Students will
collect images from magazines to be used in self portrait collage. Wednesday: Students will continue to work on collage
self-portrait. Thursday: Students will complete
collage and write reflection on the symbolism they used. Friday: Students will begin line
design using outlines and fill in with line patterns. |
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Teacher Activities: (Check all that apply): _*
Direct Instruction _*
Discussion _*
Guided Practice
__*Critique * Demonstrations * Video Other: |
Student Activities: (Check all that apply): _*
Independent Practice _*
Critique __ Cooperative Groups __ Reading __ Collaborative Pairs _*Writing _* Exploration _*_Modeling Thumbnail __ Other |
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Learning
Styles: (Check all that apply): * Auditory * Visual * Manipulative Other:
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Check
all that apply: _*
Rubric _*
Assignment Sheet |
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Assessment: (Check all that apply) * Oral Q&A * Task Performance Test * Critique Quiz * Discussion Student Presentation * STUDIO ARTWORK * Graded Written Work * Observation |
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Rates of Learning Accommodated: Students who complete their studio assignment may work on homework assignment or art activity sheets. |
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S. C. Visual Arts Standards 9th – 12th grades Advanced
I. Understanding and applying media,
techniques, and processes.
|
IV. Understanding the visual arts in relation to history and cultures. |
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
B. Analyze, evaluate, and interpret characteristics of the visual arts that exist across time and among diverse cultural and ethnic groups. . |
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. and function. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. B. Use complex descriptors and analogies to explain how visual and tactile qualities are perceived aesthetically. C. Formulate criteria for
interpreting and evaluating their own artworks and those of others. |
III. Choosing a range of subject matter,
symbols, and ideas.
|
VI. Making connections between visual arts and other disciplines |
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
B. Compare and contrast issues and themes in the visual arts with those in the humanities or the sciences. |
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
|
Lesson Plan Outline
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Dates: March 31 – Apr 4 |
Course: IB and AP |
Block: 3 |
Teacher: Deborah Welker |
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Instructional Resource(s): Drawing Visuals: Student art work examples and research on artist incorporated. Research library and internet, Art in Focus, Art Talk |
Other Instructional Material/Equipment: pencils, paper, colored pencils, acrylic paint, canvas, and other materials to be requested by student for individual projects. |
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Standard Number(s) and Standards(s): (I-A,B,C) (II-A,B,C) (IV A,B,C) (V-A,C) (VI.-C) |
Individual Concentration: HOMO FABER and Approaches to Learning |
|
|
Objectives: Student will be able to * Speak and write about aesthetics and art
history theories when critiquing art work ·
Select an artist
or style they want to experiment with ·
Write research
/ reflection on the artist or style selected ·
Turn in plan
for experiment including materials needed. ·
Produce art
work based on the artist or style. ·
Reflect in
writing the process of creating this work or art. ·
Critique both
work in progress and completed work |
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March 24 - 28 Topics: The teacher
will: Monday: Teacher will discuss with AP
student about progress of concentration and the quantity of work completed. IB
students will be given up dated grade and projects will be critiqued to date. Tuesday: Instruction or assistance will be given when needed to AP student. Wednesday: Teacher will lead critique of projects completed and give instruction on preparation for next project to be worked on individually. Review of IB rubric and importance of studio projects. Thursday: Teacher will monitor AP student’s work. Friday: Teacher will lead critique of projects and RWB’s completed and give instruction on preparation for next project. March 31 – April
4 Monday: Instruction will be given when needed to AP student working on concentration. Tuesday: Teacher will coordinate both IB and AP projects to be worked on individually. Wednesday: Check up on progress of total AP portfolio and new slides will be taken of finished work. Instruction will be given when needed to AP student working on individual project. Thursday: Teacher will monitor IB and AP student’s work. IB students will have assignment to work on. Friday: Mid Semester break. IB Jessica – Batik Meagan-Aborginial Dylan- Magritte Anna- Fashion |
Assignments: The student will: Monday: Demetrious will continue to
work on architectural concentration. IB students will try to complete
projects. Tuesday: AP student will work on
project. Wednesday: After critiquing work to date. Students will work up plan for next concentration project. Students will work on individual concentrations. RWB’s are due. All students
should have a total of 24
pages copied and list of art works for teacher.
Thursday: AP student will continue working on individual projects. Friday: After critiquing work in RWB and studio, Students will work up plan for next concentration project. Monday: AP student will continue working on concentration. Tuesday: IB will continue working with reflections in RWB and projects. AP students will continue to work on individual concentrations. Wednesday: Demetrious will work on AP
concentration.
Thursday: Students will continue working on individual projects that correspond with their RWB. Total of 20 pages are due and projects completed. AP will Continue working on individual projects. Friday: Mid Semester break.
AP Demetrious -- Architecture concentration |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations __ Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ Reading _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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|
Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
|
Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check all that apply) * Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher Reflection/Notes: When students complete work early they may work in research workbooks. All students have 5 pages due every week. Due Date every A-day Tues. or Wed. of each week. |
||
S. C. Visual Arts Standards 9th – 12th grades
advanced
I. Understanding and applying media,
techniques, and processes.
|
IV. Understanding the visual arts in relation to history and cultures. |
|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
B. Analyze, evaluate, and interpret characteristics of the visual arts that exist across time and among diverse cultural and ethnic groups. . |
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. and function. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. B. Use complex descriptors and analogies to explain how visual and tactile qualities are perceived aesthetically. C. Formulate criteria for
interpreting and evaluating their own artworks and those of others. |
III.
Choosing a range of subject matter, symbols, and ideas.
|
VI. Making connections between visual arts and other disciplines |
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
B. Compare and contrast issues and themes in the visual arts with those in the humanities or the sciences. |
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
|
Lesson Plan Outline
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Dates: March 10 - 20 |
Course: Art II |
Block 1 |
Teacher: Debbie Welker |
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Instructional Resource(s): Warhol video, Pop Art examples esp. Warhol and Lichenstein Examples of self portrait paintings by students Scholastic Art “Chihuly” |
Other Instructional Material/Equipment: pencils, paper, acrylic paint, canvas, paint, brushes, clear and green plastic to be melted, sculpture form, and hot glue |
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Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
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Objectives: Student will be able to ·
Apply correct technique of painting color
scheme to pop art painting · Recognize and discuss Andy Warhol’s work and life as an artist · Use good painting techniques with acrylic paint · Work as a group and use good design and safety rules to melt and form plastic to be applied to chandelier form |
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March 10 - 14 Topics: Monday: Teacher will reinforce painting tips and good design techniques using design elements and principles in Pop art painting. Tuesday: Teacher will give positive reinforcement to students needing assistance on self portrait.
Wednesday: Teacher will assist students with problems and show video about Warhol and lead discussion on Pop Artist. Discuss his life and art Thursday: Teacher will give positive reinforcement to students needing assistance to complete self portrait. Watch video on Andy Warhol. Friday: Teacher will give instruction for drawing
contour line self-portraits. March 17 -20 Monday: Teacher will give instruction on making sculpture using melted plastic and form to make chandelier. Tuesday: Teacher will give positive reinforcement to students needing assistance on melting plastic sculpture. Review for 9 wks Exam Critique.
Wednesday: Teacher will assist students with problems. Administer 9 wks Exam Critique. Thursday: Complete chandelier and discuss Glass artist Chihuly his life and art. Friday: Mid term holiday. |
Monday: Students will continue to work on self-portrait using their color scheme. Tuesday: Students continue to work on portrait using color scheme on pop art painting and critique own work. Wednesday: Continue painting on Pop art portrait and discuss Pop Artists and their work. Thursday: Students continue to work on portrait using color scheme and good painting techniques. Then watch video about Warhol and discuss his life as an artist. Friday: Students will draw contour line self-portraits. Monday: Students will form their own plastic piece to apply to form to make chandelier sculpture. Tuesday: Students will continue to work on sculpture using plastic forms. Review for 9 wks Exam Critique. Wednesday: Continue applying sculptural forms to chandelier. 9 wks Exam Critique. Thursday: Complete chandelier and discuss Chihuly’s life and art. Friday: Mid term holiday. |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
|
Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check all that apply) Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher
Reflection/Notes: Assignment for March 17th is drawing of Contour self-portrait. |
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I. Understanding and applying media, techniques, and processes. |
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|
A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
|
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
|
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
III.
Choosing a range of subject matter, symbols, and ideas.
|
|
|
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
|
|
Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: March 10 - 20 |
Course: Art 1 |
Block: 2 |
Teacher: Debbie Welker |
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Instructional Resource(s): Perspective Drawing Visuals: Student art work examples of radial design |
Other Instructional Material/Equipment: pencils, paper, colored pencils, and rulers |
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Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
Textbook pages: Drawing 6-8, 10-13, 17-27 Art in Focus p. 28-31 |
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Objectives: Student will be able to ·
Identify and discuss the techniques used by artist to create
realistic 3-d illusions on a 2-d surface. ·
.Understand the use of one point perspective to give the
illusion of being 3-D in hallways and 3-D objects. · Discuss the importance of specific works of art in the art world of today. · Paint a monochromatic design in tints and shades of one color using correct painting techniques. · Draw radial design with 12 sections that are mirror images. · Mix and apply correctly mixed color to color wheel using tint and shade of each color. |
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. The Teacher will: March 10 -14 Monday: Give instruction on drawing using one point perspective in rooms. Demonstrate how to draw room. Tuesday: Give instruction on how to draw hallway using one point perspective. Monitor drawings in progress. Wednesday: Give instructions for completing hallways using one point perspective. Assist students who are having trouble understanding the concept. Lead Critique. Thursday: Give instructions for using
one color and painting MONOCHROMATIC color scheme of action figure. Teacher
will monitor progress of drawing and painting. Friday:
Instruction will be repeated for correct technique in use of
brushes and tempera paint. Assistance will be given to students having
trouble. March 17-20 Monday: Give instruction on drawing radial design from one designed section of circle into 6 mirror image sections. Tuesday: Additional instruction on drawing radial design Wednesday: Give instruction for mixing and painting color wheel and using tints and shades. Review for 9 wks exam. Thursday: Administer 9 wks exam. Friday: Mid term holiday. |
Assignments The Student will: Monday: Begin drawing imaginary room using perspective techniques learned earlier. Tuesday: Continue drawing hallway using perspective techniques learned earlier. Wednesday: Complete hallways using one point perspective. Critique work by peers and self Thursday: Select one color and use monochromatic color scheme to paint action figure. Mix and Identify tints and shades of color. Friday: Complete Monochromatic
Painting using tints and shades of one color using good painting techniques. Monday: Draw one section of radial design in pie shaped area, then repeat all around the circle 12 times reversing design each time. Tuesday: Continue radial design. Wednesday: Complete drawing radial design color wheel then begin with yellow and tints and shades. Review for 9 wks exam. Thursday: Students will take 9 wks exam. Friday: Mid term holiday. |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations * Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
|
Check
all that apply: _*_
Rubric __
Assignment Sheet |
|
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Assessment: (Check all that apply) Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher Reflection/Notes: When students complete work early they may work on homework drawings from life. Draw 3-d object in a kitchenusing 6 laws of light. |
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I. Understanding and applying media, techniques, and processes. |
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A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
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II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
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B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
III.
Choosing a range of subject matter, symbols, and ideas.
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A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
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Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: March 10 - 20 |
Course: IB and AP |
Block: 3 |
Teacher: Deborah Welker |
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Instructional Resource(s): Drawing Visuals: Student art work examples and research on artist incorporated. Research library and internet, Art in Focus, Art Talk |
Other Instructional Material/Equipment: pencils, paper, colored pencils, acrylic paint, canvas, and other materials to be requested by student for individual projects. |
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Standard Number(s) and Standards(s): (I-A,B,C) (II-A,B,C) (IV A,B,C) (V-A,C) (VI.-C) |
Individual Concentration: HOMO FABER and Approaches to Learning |
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Objectives: Student will be able to * Speak and write about aesthetics and art
history theories when critiquing art work ·
Select an
artist or style they want to experiment with ·
Write research
/ reflection on the artist or style selected ·
Turn in plan
for experiment including materials needed. ·
Produce art
work based on the artist or style. ·
Reflect in
writing the process of creating this work or art. ·
Critique both
work in progress and completed work |
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March 10 - 14 Topics: The teacher
will: Monday: Teacher will discuss with AP
student about progress of concentration and the quantity of work completed.
IB students will be given up dated grade and projects will be critiqued to
date. Tuesday: Instruction or assistance will be given when needed to AP student. Wednesday: Teacher will lead critique of projects completed and give instruction on preparation for next project to be worked on individually. Review of IB rubric and importance of studio projects. Thursday: Teacher will monitor AP student’s work. Friday: Teacher will lead critique of projects and RWB’s completed and give instruction on preparation for next project. March 17 - 20 Monday: Instruction will be given when needed to AP student working on individual projects. Tuesday: Exam will be administered. Teacher will coordinate both IB and AP projects to be worked on individually. Wednesday: Check up on progress of total AP portfolio and new slides will be taken of finished work. Instruction will be given when needed to AP student working on individual project. Thursday: Teacher will monitor IB and AP student’s work. IB students will have assignment to work on. Friday: Mid Semester break. IB Jessica – William H Johnson Meagan-D. Rivera Dylan- Magritte Anna- Fashion |
Assignments: The student will: Monday: Demetrious will continue to
work on architectural concentration. IB students will try to complete
projects. Tuesday: AP student will work on
project. Wednesday: After critiquing work to date. Students will work up plan for next concentration project. Students will work on individual concentrations. RWB’s are due. All students
should have 13 pages copied and list of art works for teacher.
Thursday: AP student will continue working on individual projects. Friday: After critiquing work in RWB and studio, Students will work up plan for next concentration project. Monday: AP student will continue working
on individual projects. Tuesday: Exam will be collection of pages photocopied and candidate’s statement. IB will continue working with reflections in RWB and projects. AP students will continue to work on individual concentrations. Wednesday: Demetrious will work on AP
concentration. Demetrious will have questions from AP poster.
Thursday: Students will continue working on individual projects that correspond with their RWB. AP will Continue working on individual projects. Friday: Mid Semester break.
AP Demetrious -- Architecture concentration |
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Teacher Activities: (Check all that apply): _*_
Direct Instruction _*_
Discussion _*_
Guided Practice _*_
Critique * Demonstrations __ Video Other: |
Student Activities: (Check all that apply): _*_
Independent Practice _*_
Critique __ Cooperative Groups _*_ _*_ Discussion _*_ Writing _*_ Exploration __ Modeling __ Other |
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Learning
Styles: (Check all that apply): *
Auditory * Visual * Manipulative Other:
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Check
all that apply: _*_
Rubric __
Assignment Sheet |
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Assessment: (Check all that apply) * Oral Q&A * Task Performance Test Quiz * Discussion * Student Presentation Other * Graded Written Work *
Observation ____Rubric
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Teacher Reflection/Notes: When students complete work early they may work in research workbooks. All students have 5 pages due every week. Due Date every A-day Tues. or Wed. of each week. |
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S. C. Visual Arts Standards 9th – 12th grades
advanced
I. Understanding and applying media, techniques, and processes. |
IV. Understanding the visual arts in relation to history and cultures. |
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A. Demonstrate mastery of at least one visual arts medium through the effective use of technique and processes in the communication of ideas. B. Identify, define, and solve challenging visual arts problems independently. C. Demonstrate the skillful, safe, and responsible
application of a variety of media, tools, and equipment. |
B. Analyze, evaluate, and interpret characteristics of the visual arts that exist across time and among diverse cultural and ethnic groups. . |
II. Using knowledge of structures and functions; elements and principles of design. |
V. Reflecting upon and assessing the merits of their work and the work of others |
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B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. and function. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. B. Use complex descriptors and analogies to explain how visual and tactile qualities are perceived aesthetically. C. Formulate criteria for
interpreting and evaluating their own artworks and those of others. |
III.
Choosing a range of subject matter, symbols, and ideas.
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VI. Making connections between visual arts and other disciplines |
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A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
B. Compare and contrast issues and themes in the visual arts with those in the humanities or the sciences. |
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Interdisciplinary
Connections: World History, Geography,
Geometry and Physical Science |
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Lesson Plan Outline
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Dates: Feb 25 - ------March 7 |
Course: Art II |
Block 1 |
Teacher: Debbie Welker |
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Instructional Resource(s): Warhol video, Pop Art examples esp. Warhol and Lichenstein Examples of self portrait paintings by students |
Other Instructional Material/Equipment: pencils, colored pencils, paper, acrylic paint, canvas, paint, brushes, photo for self portrait |
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Standard Number(s) and Standards(s): (I-A,B,C) (II- B) (III-A,B) (V-A) |
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