BOOKER T. WASHINGTON SENIOR ACADEMY UNIT TEMPLATE 2011-2012 Teacher Name________________Mrs.

Richardson_________Course______Art/graphics___________ Title_______________ Unit 2:The Sketchbook ___________________Unit Time_____2 to three weeks( A day B day)_________ Resources_____ internet, Art history text, drawing materials colored pencials _______________________________________________
Stage 1 Desired Results Content Standard(s): Write out the standard/element along with the standard numbers

VAHSVAPR.6 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning.

a. Creates sketches/artwork from formalist, emotionalist, and realist approaches. b. Writes reflections on work, idea generation, and skills progress. c. Analyzes and critiques works of art personal, peers, and professional. d. Makes visual/verbal connections. e. Practices direct observation and reactions in words, images, and symbols. f. Records artistic research. g. Collects, develops, and preserves personal ideas and thoughts. h. Records inspirational images, words, thoughts, and ideas. i. Maintains notes and class information. j. Plans artwork. k. Practices technique. l. Experiments with media, technique, and color - uses as a process journal. m. Identifies emerging personal, artistic voice.
VAHSVAMC.4 Analyzes the origins of ones own ideas in relation to community, culture, and the world. a. Compares and contrasts the works of a wide range of contemporary and past artists.

n.
VAHSVAPR.6 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around

themes of personal meaning.

o. Creates sketches/artwork from formalist, emotionalist, and realist approaches.

VAHSVAPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning. a. Uses a viewfinder to develop compositions. b. Uses principles of design to organize elements to communicate meaning and unified compositions concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition. c. Uses thumbnail sketches and visual/verbal notes to plan compositions. VAHSVAMC.4 Analyzes the origins of ones own ideas in relation to community, culture, and the world. a. Compares and contrasts the works of a wide range of contemporary and past artists.

VAHSVAPR.3 Understands and applies media, techniques, and processes in color / painting. VAHSVAPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning. VAHSVAAR.1 Makes written and oral critiques of own works of art.
VAHSVAAR.2 Critiques artwork of others individually and in group settings. a. Provides respectful and constructive criticism to peers in formal class critiques. b. Develops skills to provide informal feedback to peers on work in process as part of a community of learners. c. Uses established criteria to analyze specific strengths and weaknesses of art works based on the ways technique and composition are used to convey meaning. d. Analyzes how formal qualities (elements/principles) are used to communicate meaning. e. Discusses the connection between intent and viewers interpretationactive participation by viewer to bring personal experience to the interpretation. f. Discusses content in artwork and how it is communicated; reads artwork and shares interpretations and personal responses to representational, abstract and non-objective artwork. g. Verbalizes personal reactions to artwork; develops descriptive vocabulary including adjectives, analogies, and metaphors.

Understanding (s)/goals Students will understand that: Artists use the visual elements of art ( line, color, shape, form, value, and space) and the principles of design ( unity,

Essential Question(s): What visual elements do artists use to create a composition? What visual principles do artist use to create a composition? What are the elements of art? What are the principles of design? How does the artists sketchbook assist in the creative process? What is the purpose of the artists sketchbook?

variety and contrast, repetition, proportion, rhythm and movement) to create formal order to their compositions. Artists use the sketchbook to document their creative process, to record ideas, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning. Artists use the critique process to give and receive feedback in order to improve their artwork. Artist use the critique process to determine personal meaning within the artwork being view based on a personal interpretation.

How does the critique process influence the artist and the creative process?

Student objectives (outcomes): Students will be able to: This unit is design to familiarize students with the purpose and function of the artists sketchbook as well as the visual language artists use to communicate with ( Elements and Principles of Art). By the end of this unit students should be able to clearly identify and apply elements and principles of art. They should be able to discuss them in terms of their use within artworks as well as be able to selectively utilize them in generating a work that has a formalist concern for the elements and principles of art. Additionally, by the end of this unit students should have a clear idea of the purpose and function of the sketchbook for the artists and be able to utilize the functions of the sketchbook in recording their creative process. Lastly students will gain insight into how to constructively analyze works of art and make revisions based upon the feedback to improve their own artwork.

Stage 2 Assessment Evidence Other Evidence: Elements of Art Used

Principles of Design Used Evidence of Planning (Sketches, & Notes) Critique Feedback given Critique Feedback Integrated

Followed critique feedback conventions Evidence of Self Reflection of work, skills, ideas Evidence of Experimentation

Stage 3 Learning Plan Learning Activities: (WHERETO)

Elements of Art Used

Where are the students in this class going? Why? What? How will I hook and hold my students imagination? How will I equip all my students for success? (Experience/Explore)? How will I encourage my students to be self-reflective, and selfevaluative? (Rethink/Revise)? How will I build into instruction opportunities for my students to self-evaluate & self-express? How will I tailor my instruction to accommodate students strengths, needs, & learning gaps? How will I organize the learning experience to maximize student understanding?

W H E R E T O

Stage 3 Learning Plan (continued)

Consider the WHERETO elements. Indicate the letters to match the learning activities for each day. (See example provided) Monday Tuesday Wednesday Thursday Friday Wk. Date Wk. Date Wk. Date Wk. Wk. Date Date Opening Opening Opening Opening Opening W-Intro to W-Discuss W- Identify the W-Students W-Students will begin elements power meaning of art elements in a will begin planning to make point curators and select art work planning to accordion books H-learning the explain the will and discuss make identifying all element and language artist curator there its key accordion principals of art speak own art show components books H-Look at examples of identifying accordion books and Activity all element explains their artistic H-explain Activity and merit. students will be E-identify E-identify principals learning foreign artworks in artworks in of art language text based on text based on H-Look at E-Take notes on predominate predominate examples E-identify artworks in text slide show of elements used elements used of based on predominate elements T- Collect art T- Collect art accordion elements used R-identify main image/notes to image/notes to books and T- Collect art image/notes elements in first be used in be used in explains to be used in show by weeks work show by using show by using their using text and/or internet

ETO-slide show /discussion Closing I learned about ? E-

text and/or internet Closing My challenge today was

text and/or internet Closing My favorite artist so far is??

artistic merit. E-identify artworks in text based on predominat e elements used T- Collect art image/note s to be used in show by using text and/or internet Closing I have a challenge with??

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Opening H-Watch video of student art currator Activity E-identify skills necessary to retain curator job Collect select art images to be used in to set up a mini art gallery within

Opening Art curator video Art Williams MOMD New perspectives Activity Students will have to describe each artwork with supporting evidence, as well as point

Opening Review key requirements of creating curator show in Sketch book Activity Students will have to classify the artwork based on its artistic value as well as its artistic purpose.

Closing The element I se most use in my own work is Wk. Date Opening Identfy element in select artwork Activity students will need to identify the dominant elements and principles of art used within the

Wk.

Date

Opening Identfy element in select artwork

Activity students will need to identify the dominant elements and principles of art used within the artwork with supporting details. Closing I have a challenge with??

their sketchbooks using 3 acquired artworks. using text book and internet Closing Describe the job and pay of a curator

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out subtle details that most viewers would not observer. Students will need to give supporting details as to why the artwork was classified in this manner. Closing I need to know more about? Wk. Date Opening H-Whos getting paid to judge art how much Activity E- evaluate select art work in curate show using 4 steps of critique

Closing I have a challenge with??

artwork with supporting details. Closing I have a challenge with??

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Date

Opening How do artist evaluate art ,what makes for good art? H discuss,what makes a good movie or good song Activity E-identify the 4 steps of critique Apply 4 steps of critique to select work W-Reviews art and its various purposes Close What makes art GOOD? Wk. Date

Opening Critique selected music and compare to how we as artist critic artwork Activity Activity E- evaluate select art work in curated show using 4 steps of crique Closing My shows theme is?

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Activity EActivity E- evaluate select art work in curated show using 4 steps of crique Closing My challenge today was?

Activity Activity E- Compare and contrast two works in your collection for style and subject Closing I would like to know more about?

Closing Why is the work good or bad? Who decides?

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Opening

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Opening

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Closing

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