Color) - Values and Color Schemes Architectures, or History

Assumption College
SLV, Makati
Basic Education Division
Unit Plan: SY 2018-2019
Teachable Virtue/s: Courage and Peace
Subject/Grade: Art 9 Quarter: 2nd Quarter Unit No. 2: Baroque Art

Teacher/s: Crisostomo D. Aguda Jr. Duration: 5 meetings
ELTGs: Knowledge: Skills: Assessments:
10.1 Create a. Baroque Art a. I can use the elements of art deliberately in
pieces that b. Perspective and my work. Transfer Task:
demonstrate Linear Perspective b. I can incorporate techniques and/or I can create painting with clear division of space using
proficiency in the c. Chiaroscuro characteristics of Classical, Renaissance subject/s inspired by Classical, Renaissance, and
use of various d. Elements of Art and Baroque Art style into my painting Baroque Era (painting, sculptures, existing or ruined
media and that (Color) – values c. I can create different color values and architectures, or history)
express one’s and color schemes scheme to paint FIRST QUARTER: Final Sketch
ideas and feelings. d. I can use acrylic paint deliberately SECOND QUARTER: Final Painting
Resources: e. I can describe how Baroque features were
10.2 Recognize 1. Color Values and used in an artwork FAs and SAs:
features of art Scheme
from a particular (https://www.thoughtco. C1 (Day 1)
culture, period, or com/definition-of- F (a): Music | Singing Activity – Baroque Vocalizations
perspective-2577690)
artist; analyze and singing Jesus Bleibet meine Freude
2. Space and Depth
historical, cultural, (https://thevirtualinstruc F (b, c): Art | Think Time – describe how you would want
and/or tor.com/space.html) to color your sketch
biographical 3. Linear F (d): Music and Art | 3, 2, 1 – 3 things that you have
influences on a Perspective learned about Baroque (1 for music, 1 for art, 1 in general
work of art. (https://www.youtube.c as a style), 2 things you found interesting (1 for music, 1
om/watch?v=on2FKHD for art) and 1 question left unanswered
saCM)
OAEQs:
How can I use the C2 (Day 2)
elements and F (a, e): Analysis of Baroque Painting – analyze the
principles of art to use of color in selected Baroque paintings
enhance my F (d): Painting Activity – paint the chosen sketch using
work? acrylic as medium
Assumption College
SLV, Makati

How do culture C3 (Day 3)
and art influence F (a, b, c, d): Color Value and Scheme – create different
each others? color value and scheme using primary colors and neutral
colors
C4 (Day 4)
S (b, c, d) Sketch and Paint – sketch picture assigned to
you and paint it applying knowledge and skills about color
values and scheme
Transfer Task Making
C5 (Day 5)
Transfer Task (continuation)
S (e): Artist’s Statement – describing how Baroque art
influenced your work using specific elements (color)
Assumption College
SLV, Makati
Day 1: (Joint Music and Art Class) Baroque Art

Learning Targets:
a. I can identify and describe the characteristics of the Baroque Era
b. I can execute proper vocalization techniques for Italian Arietta
c. I can describe the initial concept of my painting
Assessments:
F (a): Music | Singing Activity – Baroque Vocalizations and singing Per la di’Adorarvi
F (b, c): Art | Think Time – describe how you would want to color your sketch
F (d): Music and Art | 3, 2, 1 – 3 things that you have learned about Baroque (1 for music, 1 for art, 1 in general as a style), 2 things you found interesting (1 for
music, 1 for art) and 1 question left unanswered
Priming: Link:
“The Baroque Touch”: What is the difference between the two sofa sets? Baroque style is characterized by an overly decorated period. Today, we’re going
to see how artists decorate their music and art in the 1600s.
example:
Baroque Usual/Normal
Learning Activities
A. Presentation of EQs and learning targets (2 minutes)
B. Discussion: The Historical and Artistic development of Renaissance to Baroque Era (20 minutes)
 Students will listen to Johann Pachelbel’s Canon in D
 Link - https://www.youtube.com/watch?v=JvNQLJ1_HQ0
Assumption College
SLV, Makati

 Guide question: From the beginning of the video until this point, what change did you notice in the music?
 Try to lead the students to common answer - development of music and art in this era is similar in the Renaissance
 Brief discussion of the development of Renaissance to Baroque (Council of Trent’s response to Reformation, absolutism and foundations of
scientific methods)
 EQ2: How do history and culture affect the musical style of the era?
 Each group will be given two examples of Architecture from Classical Era. They will compare and contrast both according to features and
designs.
 Comparison and contrast the sculptures:
The David by Michelangelo The David by Gian Lorenzo Bernini
 Follow-up Question: “How can we describe “Baroque” based on the given example?”
 Discuss Baroque style in general - “What is the Baroque style? What are its three characteristics?” (Grandiose - Ornamentation, Dramatic
and Movement) – Grandiose MoOD
C. FORMATIVE ASSESSMENT (Music and Art) – 3, 2, 1: 3 things that you have learned about Baroque (1 for music, 1 for art, 1 in general as a style),
2 things you found interesting (1 for music, 1 for art) and 1 question left unanswered
D. Presentation of Transfer Task and Rubric (3 minutes)

 Final Painting of their sketch inspired by Classical, Renaissance and Baroque period.
Criteria 3 2 1 0
Color Scheme 3 indicators met 3 indicators met 2 indicators met The work does not
excellently satisfactorily satisfactorily show any colors
Assumption College
SLV, Makati

- Did you paint each figure using appropriate
colors? or or
- Did you use variety of colors?
- Were the colors used appealing together? 2 indicators met 1 indicator met
excellently excellently
Color Value 3 indicators met 2 indicators met
- Is there any evident use of color tinting in your satisfactorily satisfactorily
painting? The painting does
3 indicators met
- Is there any evident use of color shading in your or or not show any
painting? excellently
color value
- Does the use of different values of colors look 2 indicators met 1 indicator met
natural in your painting? excellently excellently
Application of Acrylic 3 indicators met 2 indicators met
- Is the application of acrylic consistent? satisfactorily satisfactorily
- Is the application of acrylic careful and artistically The transfer task
3 indicators met
neat? or or does not use
- Does the painting show evident control of excellently
acrylics
media? 2 indicators met 1 indicator met
Perspective 3 indicators met 2 indicators met
- Does your painting show appropriate satisfactorily satisfactorily
perspective?
3 indicators met The painting lacks
- Do the colors emphasize well the depth of space or or
of the painting? excellently perspective
- Do the details create clear sense of depth? 2 indicators met 1 indicator met
 Sing ‘Per la di’Adorarvi’ by Giovanni Battista Boncini
CRITERIA 3 2 1
Pitch (P) The pitch is correct in few parts of
The pitch is correct throughout or The pitch is correct in some parts of
the performance.
most parts of the performance. the performance.
Assumption College
SLV, Makati

Vocal Quality and The vocal quality and technique is The vocal quality and technique is The vocal quality and technique is
Technique (VQT) correct and appropriate throughout/in correct and appropriate in some correct and appropriate in a few
most parts of the performance. parts of the performance. parts of the performance.
Italian The Italian pronunciation is correct
The Italian pronunciation is correct in
Pronunciation (IP) ----- throughout/in most parts of the
few parts of the performance.
performance.
Dynamics (D) The dynamic level of the The dynamic level of the
----- performance is audible throughout/ performance is audible in few parts
in most parts of the performance of the performance
Proper Posture The proper posture for singing is The proper posture for singing is
(PP) ----- demonstrated in the performance all demonstrated in the performance
or most of the time some of the time
E. Short discussion about the use of Color in Baroque Art (10 minutes)
F. FORMATIVE ASSESSMENT (Think Time) (10 minutes) -The Transfer Task (sketch) will be returned
 Ask the students to think about how they will paint their sketches
 After learning how the Baroque painters used colors in their work, how do you want to paint your sketch now?
 Is there anything that you would like to improve on your final sketch? What is it and why?
G. FORMATIVE ASSESSMENT – Baroque Vocalizations and singing Per la di’Adorarvi (10 minutes)
 Give the lyrics and translation and discuss the meaning of the song “Per la di’Adorarvi”
 Four per group sharing: Show the background of “Per la di’Adorarvi” and identify it’s Grandiose – MoOD characteristics
 Do vocal warm-ups and exercises that are suitable for the piece. Three specific vocalizations will be executed. These vocal warm-ups are
essential for the proper execution of the piece.
 Ask EQ 1: How can I use this vocalization technique in order to deliver a good performance?
 Show lyrics and translation of the piece.
 Ask EQ3. How does this piece of music affect me? What is it about?
Assumption College
SLV, Makati

Value Statement: Synthesis (3 minutes):
Creative Self-Expression: Baroque musicians and artists were able to Exit Card: “Baroque style of music and art is like ________________ because
translate their dramatic side into a creative product, therefore creating the ________________.”
Baroque style of art. We must be able to know how to control our own
emotions and bring a productive creation out of it as well. In what ways do
you think can you channel your creative self-expression? SHARE YOUR IDEA WITH YOUR FACE PARTNER and CLASS.
HW:
Assumption College
SLV, Makati
Day 2: Baroque Painting and Chiaroscuro

Learning Targets:
a. I can analyze the use of color of Baroque paintings
b. I can use acrylic as medium for painting
Assessments:
F (a, e): Analysis of Baroque Painting – analyze the use of color in selected Baroque paintings
F (d): Painting Activity – paint the chosen sketch using acrylic as medium
Priming: Link:
Ask the class to Because of the development of pigments, the use of color flourished well in
compare these two Baroque era resulting to an extreme use of color values.
paintings in
terms of color:
Learning Activities
A. Presentation of learning targets (2 minutes)
B. DISCUSSION: Chiaroscuro (10 minutes)

 What is Chiaroscuro? How can it be applied on paintings?
 How did Baroque artist use color in their artwork?
 FORMATIVE ASSESSMENT (Analysis of Baroque paintings)
 Describe what is happening on the painting?
 How did the artist use color in the painting?
Assumption College
SLV, Makati

C. Live Demonstration (15 minutes)
 How to conserve paint colors?
 Consistency in applying paint
 How to produce other colors using primary colors
D. FORMATIVE ASSESSMENT: Painting Activity (15 minutes)

 The students will choose one sketch template that they will paint using acrylic.
 The objective of this activity is for them to learn how to apply acrylic paint.
 FEEBACK – exchange paper with your face partner and give feedback for their work.
 What do you think about the manner of their application? Is it consistent or careful?
Value Statement: Appreciate life whether its good or bad Synthesis: Peer Discussion (2 minutes)
Life is not only boring, but unrealistic too, when focusing solely on the light. THINK-PAIR –SHARE: After looking at you and your partner’s work. What do
It may look like we can’t embrace the bad. When we avoid people with bad you think now is the importance of using space and depth in an artwork?
facial features, poor or something negative, we tell the Universe that we only
accept people with good looks.
How can you truly appreciate life if we are only focusing on good
things in life?
HW:
Assumption College
SLV, Makati
Day 3: Unity and Transfer Task Conceptualization

Learning Targets:
a. I can create different color value and scheme using primary colors and neutral colors
Assessments:
F (a, b, c, d): Color Value and Scheme – create different color value and scheme using primary colors and neutral colors
Priming: Link:
Show the class 4 pictures of color: What would be the difference would it make if we were to change the color’s
lightness/ darkness? (don’t mention tint and shade yet) Would you like your
painting to achieve this kind of effect?
What do you think is the similarity and difference between these colors?
Learning Activities
B. DISCUSSION: Color Value and Scheme (15 minutes)

 Using the same images used in priming, ask the students to come up with a simple definition of what color value is.
 Discuss the different between TINT and SHADE.
 ACTIVITY: In order for them to understand the idea of color value ask the students to pick two colors that want to change (1) Tint and (2) shade.
 Create at least five different value of the color of your choice.
 SHARING: How were you able to achieve 5 different tints/shades?
C. FORMATIVE ASSESSMENT (Color Value and Scheme) (20 minutes)

 Create different color value and scheme using primary colors and neutral colors
 Each student can choose from selections that they want to paint.
 The objective of this activity is for them to be able to color/paint the sketch using their knowledge about color values
 FEEDBACK – teacher and peer feedback for composition (color value)
 Students can also feedback about the manner of application of paint
Assumption College
SLV, Makati
Value Statement: Growth mindset Synthesis:
How is being an artist similar to being a chef? How do you think these ideas of color value and scheme will help you achieve
your goal in your transfer task?
May it be passion or profession, artists and chefs share the same must have
character that every person should have – growth mindset. In order to develop Share your thoughts with your shoulder partner.
their most famous dishes, chefs start first with random taste-tests, think of possible
combination of recipes and even failures, a great recipe didn’t just come out of
nowhere, it is a product of hard work and dedication.
Now, do you think by changing color’s value will take you one step forward
in achieving to be a good artist?
HW:
Assumption College
SLV, Makati
Day 4: Transfer Task

Learning Targets:
a. I can paint using color with different value and scheme
b. I can paint my sketch using acrylic paint techniques with application of knowledge in color values and schemes
Assessments:
S (b, c, d) Sketch and Paint – sketch picture assigned to you and paint it applying knowledge and skills about color values and scheme
Transfer Task Making
Priming: Link:
Which of the four seasons do you prefer most? Why? Color scheme and values make lot of things very interesting. Do you want to
make your painting interesting?
Describe the color scheme normally present in that particular season.
Learning Activities
B. SUMMATIVE ASSESSMENT (Sketch and paint) (15 minutes)

 Each table will be assigned to copy, sketch and paint an existing picture/painting.
 The objective of this SA is for them to practice how to apply paint, and color with different values.
C. TRANSFER TASK MAKING (20 minutes)
Criteria 3 2 1 0
Color Scheme 3 indicators met 2 indicators met
- Did you paint each figure using appropriate satisfactorily satisfactorily
colors? The transfer task
3 indicators met
- Did you use variety of colors? or or does not use any
excellently
- Were the colors used look appealing together? colors
2 indicators met 1 indicator met
Assumption College
SLV, Makati

Color Value 3 indicators met 2 indicators met
- Is there any evident use of color tinting in your satisfactorily satisfactorily
painting? The painting does
3 indicators met
- Is there any evident use of color shading in your or or not change any
painting? excellently
color value
- Did the use of different values of colors looked 2 indicators met 1 indicator met
natural in your painting? excellently excellently
Application of Acrylic 3 indicators met 2 indicators met
- Is the application of acrylic consistent? satisfactorily satisfactorily
- Is the application of acrylic careful and artistically The transfer task
3 indicators met
neat? or or does not use
- Does the painting show evident control of excellently
acrylics
media? 2 indicators met 1 indicator met
Perspective 3 indicators met 2 indicators met
- Does your painting show appropriate satisfactorily satisfactorily
perspective?
3 indicators met The painting lacks
- Do the colors emphasize well the depth of space or or
of the painting? excellently perspective
- Do the details create clear sense of depth? 2 indicators met 1 indicator met
Value Statement: Synthesis:
What are the challenges you’ve encountered in working on with your transfer
task? How are you going do to avoid encountering the same difficulty?
SHARE YOUR ANSWER WITH YOUR SHOULDER PARTNER.

HW:
Assumption College
SLV, Makati
Day 5: Summative Assessment

Learning Targets:
a. I can explain the composition of my painting and how it is inspired by Baroque painting’s use of color
Assessments:
Transfer Task (continuation)
S (e): Artist’s Statement – describing how Baroque art influenced your work using specific elements (color)
Priming: Link:
“The secret to doing anything is believing that you Do you believe you can finish your transfer task?
can do it. Anything that you believe you can do
strong enough, you can do. Anything. As long as
you believe.” – Bob Ross
Learning Activities
A. Transfer task (continuation)
B. SUMMATIVE ASSESSMENT (10 minutes)

 Describe and Explain the following:
 How does Baroque style inspired your painting?
 How did you use color value and scheme in your painting?
 How did you use color to enhance your work? (EQ)
 What part of the painting you like the most? Why?
Value Statement: Synthesis:
In our topic from Baroque art, Chiaroscuro is the contrast between light and How did you use the elements (color) to enhance your work? EQ
dark. It coexist together. We should erase an assumption that nothing good
SHARE YOUR THOUGHTS WITH YOUR TABLEMATE
Assumption College
SLV, Makati

comes from your shadow. Last time I checked, the dark can be a shadow, and
shadow is the shade, a cool refuge when the light becomes too extreme.
How can we truly appreciate the dark if we spend so much time focusing
on the light?
HW:

Color) - Values and Color Schemes Architectures, or History

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Assumption College

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Subject/Grade: Art 9 Quarter: 2nd Quarter Unit No. 2: Baroque Art

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Day 1: (Joint Music and Art Class) Baroque Art

A. Presentation of EQs and learning targets (2 minutes)

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

The David by Michelangelo The David by Gian Lorenzo Bernini

D. Presentation of Transfer Task and Rubric (3 minutes)

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

 Sing ‘Per la di’Adorarvi’ by Giovanni Battista Boncini

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Day 2: Baroque Painting and Chiaroscuro

A. Presentation of learning targets (2 minutes)

B. DISCUSSION: Chiaroscuro (10 minutes)

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

D. FORMATIVE ASSESSMENT: Painting Activity (15 minutes)

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Day 3: Unity and Transfer Task Conceptualization

A. Presentation of learning targets (2 minutes)

B. DISCUSSION: Color Value and Scheme (15 minutes)

C. FORMATIVE ASSESSMENT (Color Value and Scheme) (20 minutes)

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Value Statement: Growth mindset Synthesis:

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Day 4: Transfer Task

A. Presentation of learning targets (2 minutes)

B. SUMMATIVE ASSESSMENT (Sketch and paint) (15 minutes)

C. TRANSFER TASK MAKING (20 minutes)

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

SHARE YOUR ANSWER WITH YOUR SHOULDER PARTNER.

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

Day 5: Summative Assessment

A. Transfer task (continuation)

B. SUMMATIVE ASSESSMENT (10 minutes)

Value Statement: Synthesis:

Unit Plan: SY 2018-2019

Teachable Virtue/s: Courage and Peace

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