Overview and Background: Unit: Color

Shawndra Montgomery : Cheney USD 268

Art : Art : Art

Cheney High School : Grades 9 - 12 : day : Aug. - May.

Title:	Color
Topics:	Color has symbolism, Color can evoke feelings, key elements of visual art (line, shape, form, value, color, texture and space)
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Students will understand that color has symbolism, can evoke feelings, set moods, and effect the way we react. Student will understand that visual art is composed of key elements-line, shape, form, value, color, texture and space. Student will understand how artists use color and other elements of art to communicate beliefs, evoke emotions, and express ideas.

Print Materials Needed:

Resources:
examples of work from da Vinci, Van Gogh, Matisse, Picasso, and Kahol; da Vinci's theory of the "ideal face"

Resource Attachments:

Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:	National Standard       1, 2, 3, 5
Title:	National Art Education Standards
Standard(s):	1. Understanding and Applying media, techniques and processes. 2. Using knowledge of structures and functions. 3. Choosing and evaluating a range of subject matter. 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Understandings:
user	Color has symbolism in paintings/cultures. Color can evoke feelings, set moods, & affect actions. Visual art is composed of elements: line, shape, form, value, color, texture, space. Artists use color & elements of art to evoke emotions & express ideas.

Essential Questions:
user	How can color affect mood/emotions? How do artists use tools and techniques to express ideas? Are some media better than others for communicating particular ideas, emotions? What factors influence artists and artistic expression?

Knowledge and Skills:

Demonstrate a basic understanding of color and their relationships, mixing & application in creating several works.
Increase their knowledge of how color can be seen, varied and applied.
Compare uses of color and the emotions it evokes in art.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will display understanding through the production of three to five distinctively different portraits that demonstrate the student artist's ability in manipulating color and media.

Task/Prompt: Color

Type:Performance Task

Topics: Color has symbolism, Color can evoke feelings, key elements of visual art (line, shape, form, value, color, texture and space)

Summary:
Students will display understanding through the production of three to five distinctively different portraits that demonstrate the artist's (students) ability in manipulating color and media.

Print Materials Needed:

Resources:

Resource Attachments:

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

Notes:

Student Directions:
You are a portrait artist who has been commissioned to create a series of expressive self portraits. The artist needs to create three to five portraits that use color to evoke feelings and express a mood.
The portraits need to show the artists ability to manipulate color into three to five distinctly different works.

Other assessment evidence to be collected:
Student self-assessment
	Students will participate in an oral critic that describes the formal qualities of their work as well as the subjective expressive qualities. Students will complete a Production Analysis Worksheet, that is a self reflection of their work.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

1. Students will be shown examples from famous artists (Van Gogh, Matisse, Picasso, and Kahol) and examples of self portraits done in expressive styles done by students and myself. Show and discuss Leonardo da Vinci portraits and theory of the "ideal face": "Head is oval, slightly larger at the top-eyes center in this shape. Bottom of nose is half way between chin and eyes. Bottom of mouth is halfway between bottom of nose and chin. Eye brows line up with the top of ears." (have students look at each other and in the mirror to reinforce the validity of this theory) "Know the proportions in human beings and other animal and learn the forms of all things on the earth. The more you know, the better you will paint." Leonardo da Vinci.
2. Students will look at portraits and the color use of artists Vincent Van Gogh, Henri Matisse, Pablo Picasso, Frida Kahlo and Leonardo da Vinci. Students will orally critic and discuss the color use (formally and expressively)
3. Students will build on prior knowledge and use of color (color wheel, geometric color studies, monochromatic color studies, cool, warm, expressive qualities etc.) as well as prior knowledge of the other elements and principles of design.
4. Students will look at Leonardo da Vinci ideal face and practice drawing portraits from photographs.
5. Students will use a blind drawing (contour line) technique to draw a series of line drawing portraits.
6. Students will use the digital camera to experiment with angles, lines, shadows, and use of light on several different portraits.
7. Students will choose the three best portraits and apply color to add expressive qualities that evoke feelings, set moods, give some insight into the artists thoughts and feelings.
8. Students will give each other oral feed back during the working process. Students will self critic and evaluate their work and process as an on going exercise through out the duration of the project.
9. Students will defend and explain their intentions behind their expressive self portraits in an oral critic with peers.
Students will explain their process, define the formal properties and the expressive properties of their art work in a written Production Analysis Worksheet (critic sheet).
10. Students will show evidence of their knowledge and use of color by the presentation of three to five finished self portraits evoking feelings, emotions, and setting moods.