Unit Overview

Grade/Class: Drawing, Painting and Printmaking

Concept: Nature by design
Concept Question: How can nature influence design in artwork?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of nature
by design and how nature influences artists and their artmaking. In this unit, students will explore conceptual
ideas, technical skills,and the artmaking process. Students will be able to work independently to develop their
personal voice that can be expressed in their conversation, writing, and artmaking.
Stage 1: Desired Results
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
What are the big issues about art?
VB Instructional Objectives
DPP.2 Students will analyze how drawings, paintings, and prints, have diverse value(s) and meanings (SOL
AII. 27,28,30)
Art Criticism:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
DPP.7 Students will interpret drawings, paintings, and prints by analyzing their visual content. (SOL AII. 20,
21)
Art History:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
DPP. 14 Students will examine how contemporary drawings, paintings, and prints are a continuation of
historical artistic development. (SOL AII. 16)
Art Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
DPP. 15 Students will generate ideas for works of art through exploration and inquiry.

KNOW
Knowledge

Students will know

- How to observe and draw

from observation.

UNDERSTAND
Meaning

DO
Skill

Students will understand that

Students will be able to

- Complimentary colors

- Draw trees through

observation.

can create contrast.

- Create a composition
based on observation.
- How to draw by
emphasizing proportion
and placement.
- How color creates
contrast.
Vocabulary
-

Contrast
Proportion
Complimentary
Design
Value
Depth

- Drawing from

observation creates
understanding of
proportion and
placement.
Nature provides organic
shapes.

- Create a palet using 4

colors, two being
complimentary.
- Create a background
using creative
expression.
- Paint and create a
composition.
- Create and design a
composition based on
their drawing of a tree/
nature.

Stage 2: Assessment Evidence

SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
Composition/formal design/visual
Students will observe trees in nature. They will draw their
organization
design based on their observation of their tree in nature.
Craftsmanship/technical skill
They will paint their drawing using tempra paints to create
Originality/innovation
and design their composition.
Participation/Effort

Written/Oral Reflection/Critique:
Students will observe and reflect on their painting by oral
critique and written response in sketchbook.

Written/Oral Reflection/Critique:
Understanding of concept
Interpretation/Analysis of artwork
Communication of ideas
Reflection on the process
Detailed Rubrics with Learning Plans

FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding

Sketchbook/journal check
One on one teacher/student
Webbing
Group discussion
Thumbnail sketches
Experimentation

Collaborative group work

Brainstorming
Class participation
Verbal critique
Written/oral response, reflection, etc.

Materials

Drawing Pencils
Tempra paints
White Painting Paper
Paint brushes
Stage 3: Learning Plan

Learning Plan 1 Introduction

Concept Question: How does nature influence the design process in art making?
Goals: DPP. 2, DPP. 14
Students will be introduced and learn about the works of Der Blaue Reiter and other
contemporary and expressionist art work of trees.
As a class, students will express what they like and see and talk about similarities and
differences in artwork.

Learning Plan 2- Art Production

Goals: DPP. 15
Students will observe trees in nature and draw what they see in their sketchbooks.
Explain and demonstrate how to capture and draw trees in a way that expresses depth and
contrast.
Students will perfect their designs in their sketchbook.
Students will choose four colors in which they are painting their design, two being
complimentary colors.
Students will color their sketchbook design with colored pencils to blend and create the palet
they desire.
Students will draw out their design on painting paper.
Students will paint their design using the color palet they chose.

Learning Plan 3- Conclusion

Goals: DPP.7
Students will observe their own art work and reflect in their sketchbook.
Students will orally critique their artwork as a class.

UNIT TEACHER REFLECTION:

Does the unit address enduring ideas about the human experience?
Does the unit address enduring ideas about art?
Does the unit address key concepts and essential questions?
Does the learning plan align with unit objectives and assessment tasks?

Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
Open-ended activities
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
Independent
Tiered activities/products
Journal prompts
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest
21st CENTURY SKILLS
Critical thinking
Creative/Innovative thinking
Problem solving
Information literacy
Listening
Collaboration
Communication
Social responsibility
Sustainability
Interdependence
Health literacy