Overview and Background: Unit: Art Elements

: Cheney USD 268

Art, Drama, Music. : Art, Drama, Music. : Art, Drama, Music.

Cheney : Grades 10 - 10 : Aug. - Jun.

Title:	Art Elements
Topics:	Studio Production
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
This unit looks at the art elements that are key to improving the skills of an artist.

Print Materials Needed:
Drawing on the Right Side of the Brain / by Betty Edwards.

Resources:

Resource Attachments:	http://www.cheney268.com/HSArt/PortfolioRubric.htm
Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:
Title:	No matching state or local standards
Standard(s):

Understandings:
user	Artists make intentional decisions about how they arrange lines, shapes, forms, colors, values and textures in art to communicate their ideas or feelings. Art making is reliant upon the skills of the artist. Skills can be learned through focus and practice.

Essential Questions:
User	Why are there elements and principles of design? How do artists use the elements and principles of design to communicate their ideas or feelings? How can someone attain art making skills?

Knowledge and Skills:

K
The elements and principles of design.
How to arrange the elements and principles to create a meaningful work of art.
How to use all the elements and principles in a work of art.
How to apply the elements and principles to 2d and 3d art materials.

S
Identify and communicate using the elements of design.
Make use of the organizational principles of design to create a unified composition.
Draw effectively from life, and using linear perspective technique.
Have a basic working knowledge of various drawing and painting media including: drawing pencil, pastel, pen & ink, charcoal, tempera and watercolor paint.
Create forms in ceramic clay using pinch, coil and slab hand-building techniques.
Make use of found objects and other 3-D materials, including plaster of paris and papier-mache, to create three-dimensional artwork.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students assume the role of an artist in search of a gallery that will represent them in New York City. To be considered as a professional artist they need to build a portfolio that represents their ability in both two and three-dimensional materials.

Key Criteria · Students will display understanding through the creation of artwork that illustrates the creative use of the elements and principles of design.

Task/Prompt: New York Portfolio

Type:Performance Task

Topics: Studio Production

Summary:
Students assume the role of an artist in search of a gallery that will represent them in New York City. To be considered as a professional artist they need to build a portfolio that represents their ability in both two and three-dimensional materials.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
You are an artist in search of a gallery that will represent you in New York City. To be considered as a professional artist you need to build a portfolio that represents your ability in both two and three-dimensional materials. The portfolio you create will be critiqued
by your peers to help ensure your emergence on the New York Art scene.

Be sure that your portfolio is creative and includes high quality works as well as a variety of subject matter and techniques.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Students will critique several pieces of artwork using the elements and principles of design. This critique will be based on students past knowledge and visual perception.

H
Students will be shown an example of a portfolio.

E
Students will select subject matter that focuses on art elements and principles while also fulfilling their desire to produce artwork that explores personal interests and creativity.
Exercises in the expressive qualities of line, shape, color, form, value and texture.
Drawing exercises based on those found in Betty Edwards' book, Drawing on the Right Side of the Brain.
Intensive still-life drawing.
Shading exercises
Composition exercises.
Ceramic sculpture exercises using pinch, coil and slab hand-building techniques.
Sculpting challenges using found objects, plaster of paris and/or papier-mache.

R
Students will peer critique their portfolios in small groups.

E
Students assume the role of an artist in search of a gallery that will represent them in New York City. To be considered as a professional artist they need to build a portfolio that represents their ability in both two and three-dimensional materials.

Key Criteria · Students will display understanding through the creation of artwork that illustrates the creative use of the elements and principles of design.

Other Assessments:
Tests asking students to identify the elements and principles design within selected works of art.