Unit of Study: Ancestry

University of North Texas Art Education

I. Unit Number, Grade Levels, Title, and Duration:

9-12 Create Your Own Environment. 7 days 1hour 30minutes class periods.
II. Lesson Rationale:
This lesson is for the students to make a guide for their final clay relief sculpture. They will be
able to use whatever medium they want so they can accurately depict their family crest for the final
clay model. This also helps students reevaluate what symbols and colors they want to resemble their
family and themselves.
III. Key Concepts:
Family environments can impact our individuality. Family environments can make connections
with other individuals
IV. Essential Question:
How can family environments impact our individuality? What ways to individuals connect with
others through the knowledge of family environments?
V. Lesson Objectives:
The students will be able to reproduce their knowledge by using mediums that they are
comfortable with so that they can then be challenged with, most likely, an unfamiliar medium such as
clay in the next lesson.
VI. Specific Art Content:
3D, Varity and Harmony and bas relief, balance, unity..
VII. Resources & Materials for Teacher:
Computers, paper, Markers, Crayons, Color Pencils, sketchbooks, acrylic paints,
http://coatofarmsartist.com/portfolios/painted-coat-of-arms/
Artist Susi Ellis
VIII. Resources & Materials for Students:
Computers, paper, Markers, Crayons, Color Pencils, sketchbooks, acrylic paints, Vocabulary
Crest, coat of arms, Generation, Medieval, relief, bas relief
IX. Instruction and Its Sequencing:

Day 3 (repeat if necessary)

1.Introduction/Motivation:
I will introduce Susi Galloway and explain what she does and will go to her website to look at
examples of her work for the students to see. I will provide plenty of examples of family crest and will
inform students that they will be making their official colored crest. This will be a visual guide for the
final clay project.

2.Guided Practice.
I will help students that might still be struggling with what to put on their shield. I will also guide them
in creating a good composition.

3.Independent Practice
Students have the freedom to use the medium of their choice so they will be comfortable making a
more official guide for the clay project.
4. Closure
Have a critique at the end to discuss the differences and similarities that students have with each other
and how they might connected with others with those similarities. Also review what relates to them
and why.
5.Formative Evaluation
Walking around the class and asking students why they are deciding to use the symbols or colors they
are choosing. Relate back to the website for guidance and clarity for the student. Also looking at
progression of the project
Plan of Attack (Beattie pg 98)

6. Classroom Management Procedure

Keeping students safe will be easy since we will just be using their sketchbooks and pencils to create
ideas. Scanning the room and walking around and engaging in the students will help to make sure they
are doing what they are supposed to.

X. Summative Assessment and Evaluation:

Family Crest
Exemplary 35pts Satisfactory 25pts Emerging 14pts
- drawing
Participation
Student was often off task
Student was on task and Student stayed on task most
and was not focused during
focused the entire class. Used of the class and was
class time. And did not use
class time wisely. somewhat focused.
time wisely.

Composition Students crest contains at Students crest contains at Students crest contains no
least 4 different symbols to least 2 symbols to represent symbols to represent their
represent their family and is their family and is pretty well family and is not well
well composed. Both for the composed. Both for the composed. Both for the
drawing and the bas relief. drawing and the bas relief. drawing and the bas relief.
Completion Student completed their Student completed most of
entire family crest drawing their family crest lacked is Student did not do their
with full color and design some of the color to represent family crest or only
and with the required amount a trait of his/her self or of the partially completed it.
of symbols.. family.

Final score: ____/105 __________%

XI. Interdisciplinary Connections:

History Medieval era.
XII. References & Resources:
Lovelace, Brea (2016). Family crest.

XIII. Art TEKS

(c) Knowledge and skills.
(B) identify and understand the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;

(C) identify and understand the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

(D) make judgments about the expressive properties such as content, meaning, message, and
metaphor of artwork using art vocabulary accurately.
(2) Creative Expression
(B) communicate a variety of applications for design solutions;
(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
(F) demonstrate effective use of art media and tools in drawing, painting, printmaking,
sculpture, ceramics, fiber art, design, and digital art and media.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures.
(A) compare and contrast historical and contemporary styles while identifying general themes
and trends;
(4) Critical evaluation and response.
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists
such as that in museums, local galleries, art exhibits, and websites;

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work

Anchor Standard 2: Organize and develop artistic ideas and work.