Course Outline
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
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 -- View segments of an elements and
principles film and create a design for each example. Mount them on pages with
the definition and put into a book. About 4 weeks
5.
Art History lesson on Hispanic art (optional depending on time available)
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 (18 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
|
