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Pre-Unit -- Studying
[about 5 days] 1.
Personal Info and
Syllabus (1 day) [Go back and touch on these every few days as new students
enter. 2. "Why learn?" and "Why learn
art?" (1 day) [Use the article in book by having students read silently
and take a reading comprehension quiz.] 3. Basic "Barriers to Study". Use
sponge/ review activity: Barriers
Xword Puzzle. (3 days) Unit One -- Introduction
(about 8 days plus a day for elements and principles video and one day for
speaker from Art Institute of Atlanta -- about 9 days altogether) This
unit is an introduction to the Elements
of Art and a brief discussion of the Principles of Design. 1. Introduction to the book, ArtTalk, using the
art skills survey. [Incorporate the term, aesthetics into the discussion and
look at the table of contents and the credit
line.] (1 day) 2. Give out credit line handout and have
students complete it for a test grade. Go over it in class and Give out
notebooks to name and title. (1 day) 3. The language of art -- purpose of having a
vocabulary for art. (1/2 day) 4. Elements and Principles of art -- In-class
worksheets (about 2 1/2 days) 5. Art History lesson on Hispanic art a. Use Art and Man: Latino Art to discuss and do
handout (2 days). Introduce idea of
art as communication, themes, etc. b. Brainstorm themes from Art and Man. Get them
to give themes that they might communicate about. Rivera Video and handout. c. Video (with worksheet) on Picasso and Cubism Unit Two -- Line, Rhythm
and Movement (29 days including 3 videos) 1.
Have students read and do worksheet on chapter 5. (1 day) 2.
Sponge/ review activity: Xword on Elements of art and Line. 3.
Get out some different types of supplies and go over worksheet and have
students make different types of lines as we go over it, trying different
types of materials such as charcoal, watercolor, crayons, craypas, markers.
(2 days) 4.
Do silent reading and reading comprehension quiz. Pages 221 through to
the top of page 226. 5.
Go over Chapter 9 on Rhythm
and Movement having students create the Rhythm Strips as you cover the chapter. See procedure on Rhythm Strips. (4 days) 6.
Sponge/ review activity: Xword puzzle on Rhythm and Movement. 7.
Have students complete Non-objective Art worksheet. (1 day) 8.
Go over worksheet. Be sure to cover the difference between abstract and
non-objective art using book or large reproductions. (1 day) 9.
Use procedure for Non-Objective Design Using Line and Rhythm Project.
Also, I spend at least one whole day on thumbnail sketches. (6 days) 10. Review on line, rhythm and movement and unit
test. (2 days). Learning to Draw 1.
Pre-drawing. Right
and left brain handouts. Explanation of theory of difference in thought
processes on right and left side. Use Betty Edwards book, Drawing on the
Right Side of the Brain. (1 day) 2. Upside down drawing. (1 day) 3. Blind contour line drawings of hands with
some kind of silly reward for not looking. (1 day) 4. Larger contour line drawing, emphasizing
interesting line quality, of hands or shoes. (6 days) Unit Three -- Shape, Form, Space and Value (18 days including videos) 1.
Students work on reading chapter 6 and doing the worksheet through
number 18. Really look at the answers that they are writing and help them clear
up any misunderstandings, especially on numbers 17 and 18. Take up papers at
the end of class. (1 day) 2.
Start going over the chapter covering the terms and concepts through
page 134. Use large reproductions and the pictures in the book. (1 day) 3.
Start reversible shapes exercise. (2 days) a.
Sponge/ enhancement activity: Have students do the top portion of the
reversible shapes exercise handout, then read the article on M.C. Escher on
page 41 of the Visual Experience.
b.
Complete the next 2 questions on the handout in class. Looking at work
of M.C. Escher, get students to think about positive and negative space. c.
Have them cut a small practice piece using black on white or white on
black. d.
Get them to do thumbnails to get ideas for a slightly larger piece, using
the work of M.C. Escher as inspiration. At least 3 different thumbnails. See
procedure for reversible shapes project. 4.
Hand out rubric and have students fill it out. (Sponge activity during
roll) 5.
Go over the section of chapter six on how to create the illusion of
depth then have students complete the chapter six worksheet. (1 day) 6.
Go over the answers using illustrations. Place a reproduction of a
painting on each table and have the students analyze and write an explanation
of how the artist creates a look of depth in it. (1 day) 7.
Have students fill out the Xword puzzle and go over the answers as
review, then, if there is enough time give a pop quiz on the chapter. (1 day) 8.
Use the procedure on the clay pot project, covering Balance and the earlier terms from
this chapter. (6 days) 9.
Review for test. (1 day) 10.
Unit test. (1 day) Unit Four -- Color,
Variety, Contrast, Harmony and the Theories of Art (10 days including 2
videos) 1.
Color theory
exercises (6 days) 2. Vocabulary, worksheets and review (1 day) 3. Theories in Art -- Expressionism, Realism and
Formalism (1 day) 4. Color painting project (8 days) 5. Review and Test (2 days) Unit Five -- Texture,
Emphasis and Unity (5 or 6 days) 1.
Assigned reading
and worksheet 2.
Mask project |