Unit Lesson Plan- Kim Lasserre

Unit Lesson Plan - Kim

NAEA Lesson/Unit Plan Template

Name:  Kim Lasserre 

     

School:  School, District, and State

     

Lesson/Unit Title:  Pop Art Bottles

     

Lesson/Unit Overview: In this lesson we will be learning about Pop Art

     

 

Grade Level: Intermediate Elementary (3 – 5)

     

Media Type: Color, shape, line and benday dots

     

Duration: 6 weeks with 50 min. Class periods / I will see students three times a week 

     

Entry Point For Generating Lesson/Unit Ideas:  Introduce the lesson by giving the history behind Pop Art and showing them artist. Will we also look at comic book art, talk about value and crosshatching.

Artwork/Artists:

Roy Lichtenstein- http://www.lichtensteinfoundation.org/
Andy Warhol- http://www.warholfoundation.org/
Top ten Pop Art Artist- http://www.creativebloq.com/art/pop-art-8133921

     

Media: Marks, pencil and 12x16 paper

     

Subject Matter: Creating Pop art using bottles, students will chose a bottle to draw

     

Concepts:

Art Concepts:

Color, Line and Shape (Using benday dots)

Process Concepts:

Students will learn how to create Pop Art using benday dots and understanding how they represent pixels. After choosing a bottle they would like to draw, students will fold the paper in half and draw half of their bottle to get the symmetry correct

            Historical Concepts:

Students will learn the history of Pop Art, why they created it and the meaning behind it.

           

Enduring Ideas: Students will learn how dots can create a full picture with a value scale. Also how to create a symmetrical drawing.

Theme: Andy Warhol Pop Bottles

     

Rationale: This lesson is a great way for students to learn the history of Pop Art while incorporating value scale and the idea of pointlism. Students will learn how to draw realistic forms in the process.

     

Objectives: Students will have basic knowledge of Pop Art, Value Scale, Pointlism and still-life drawing.

Objective(s) for Planning: 

Behavioral or knowledge objectives that measure idea generation, refinement of plans, choice making, etc. in relation to planning a product.

Example of Objectives for Planning:

• Students will participate in discussion from projected slides and photos showing numerous architectural styles.
• Students will demonstrate knowledge of details of architecture within their community and in history.

     

Objective(s) for the Product(s):  Students will be allowed to choose a bottle(or bring one from home) to create their Pop Art.

Objective(s) for Student Reflection: Students will critique each others work using vocabulary learned for project. Use of words will increase the students knowledge about the artwork.

Assessment: Students will create their Pop Art Bottle piece, learn vocabulary and have a critique.

Assessing student planning:  Students will choose a bottle to draw onto their benday dotted paper. Students will first fold the paper in half to begin their drawing, then unfold to complete. We will discuss symmetry during this time. Once the drawing is complete we will dicuss color, benday dots (pointlism) and value scale.

Assessing student products:  Craftsmanship, completion, and implementation of the elements of art will be taken into consideration when assessing the students final works.

     

Assessing student reflections:  students will explain during critique why they chose the bottle, what they learned, likes and dislikes.

Content and Achievement Standards:  Select the standards based on http://artsedge.kennedy-center.org/educators/standards.aspx

Select no more than five standards.

     

Materials: 12x 16 Paper, Pencils, markers and colored pencils

     

Procedure:

Lesson 1: Powerpoint over Pop Art giving vocabulary definitions (Students must fill in the blanks to a worksheet covering the powerpoint information) Powerpoint will also cover Pop Art artist and techniques.

Lesson 2:Review our discussion over Pop Art and vocabulary, have the students choose a bottle, then discuss symmetry and crosshatching before drawing. 

Lesson 3: Demo for color techniques will be given, all drawings must be okayed by the teacher before continueing to makers and colored pencil.

Lesson 4: Have the students begin working on their projects, go over demos again as needed.

Lesson 5: Continue working on projects/ finish them. 

Lesson 6: Will post projects on the critque board and discuss them as a class.

     

Resources: Include URL links to any sites (museum, etc.)  which can be used in teaching this lesson. 

     

Cross Curriculum Integration:  Art history and social studies.

     

Differentiated Instruction:  Students with special needs will be given extra help and attention if required as well as grades based on their work ethic rather than the finished project if needed.

     

Searchable Keywords: Pop Art, benday, elementary 3-5

Unit Lesson Plan Katie Ball

Visual Studies Lesson Plan

Names:  Katie Ball                                  Grade Level: High School

Title of Unit: Surrealism in the Classroom

National Standards:

4. Content Standard: Understanding the visual arts in relation to history and cultures

Achievement Standard, Proficient:
Students:

a. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

b. Describe the function and explore the meaning of specific art objects within varied cultures, times, and places

c. Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Objectives:

1.    To learn about surrealism

2.    To learn about both historic artists and contemporary artists of the surrealist movement and what affect they had

3.    To demonstrate their knowledge of surrealism through their artwork

Introduction:
Vocabulary: surrealism, mixed media  

Social/Historic Context for Lesson: To learn about surrealism and the influential artists of the period

Historic Artists Used: Salvador Dali, Max Ernst, Joan Miro

Contemporary Artists Used: Tommy Ingberg, Vladimir Stankovic

Books: “Dali and the Path of Dreams,” by Anna Obiolis, Joan Subirana

Websites:

-       http://www.ingberg.com/

-       http://surrealismtoday.com/

Technology Used: Computers for Googling images and using Photoshop, digital cameras

Timeline for Unit: 6 Weeks, meeting for one week every other week, each class period being 45 minutes long

Lesson 1: Dream, Dream, Dreams (1 week)

Materials Used: Poster board, magazines, photographs, colored pencils, sharpies, glue, scissors,

Activity/Procedure:

1. Students will be read/read on their own accord the book, “Dali and the Path of Dreams,” for ideas on what is wanted. – Day 1

2. Students will be asked to brainstorm ideas of dreams that have left an impression on them or ones they remember vividly. They will sketch out ideas of a “scene” from this dream in their notebooks. – Day 2

3. The children will begin to cut out their materials and recreate the scene from the dream they have chosen, pasting anything necessary. – Day 3

4. Students will now add color to the assignment and add touching up if necessary. – Day 4

5. A critique and showing of everyone’s artwork will happen. Everyone will discuss what he or she likes about each other’s pieces. – Day 5

Assessments (objective or subjective):

1. To learn about Salvador Dali and how he incorporated dreams into his artwork.

2.To create a surrealist piece

Lesson 2: Animals in Surrealism (1 week)

Materials Used: Watercolor paper, tempera paint, construction paper, glue, scissors, micron pen

Activity/Procedure:

1. Teacher will introduce Joan Miro’s work and his affect on the surrealist movement. We will also discuss what techniques Miro used and how he got the look he did with his work. – Day 1

2. Students will think about what their favorite animal is and sketch ideas in their notebooks in the Miro style. Teacher will approve before they begin. – Day 2

3. Students will paint with tempera paint the background for their piece. If they finish quickly, they can begin cutting out the shapes with the construction paper. – Day 3

4. This day the students will be gluing their construction pieces and adding details to their piece with the micron pen. Anything not finished will need to be taken home to finish. – Day 4

5. A critique and showing of everyone’s artwork will happen. Everyone will discuss what he or she likes about each other’s surrealist animals. – Day 5

Assessments (objective or subjective):

1. To learn about Joan Miro and how his type of surrealism differed from Dali’s.

2.To create a surrealist piece

Lesson 3: Surrealism in Photography (1 week)

Materials Used: Digital camera, Photoshop

Activity/Procedure:

1. The teacher will discuss contemporary artist, Tommy Ingberg, and how he uses surrealism in photography. Will show his website and examples of his work.  – Day 1

2. Students will brainstorm ideas for what they want to do with their photography piece and write ideas down. Teacher will approve before beginning. If they finish early, they can rent a camera/use their own and begin taking photos. – Day 2

3. The students will take pictures around the school/perimeter of the school under the teacher’s supervision. – Day 3

4. Students will meet in the computer lab and edit their photos with Photoshop. A brief lesson on Photoshop will be given beforehand. Students will be given the chance to work on their pieces at home. Each student will send their files to the teacher to be printed. – Day 4

5. A critique and showing of everyone’s artwork will happen. Everyone will discuss what he or she likes about each other’s pieces. – Day 5

Assessments (objective or subjective):

1. To learn about Tommy Ingberg and how surrealism is still relevant today.

2.To learn how to use Photoshop to alter photos for surrealism.

Britt Barlag NAEA Unit Plan

Name:  Brittany Barlag

     

School: Walker Creek Elementary, North Richland Hills, TX

     

Lesson/Unit Title: Mixed Media Non-Traditional Portraits

     

Lesson/Unit Overview: Students will create mixed media non-traditional self-portraits.  Each student will be given a sheet of 5 wall, double layer cardboard.  Students will use a variety of media and technique to create a work that represents them, their history, their home, their family, their culture and/or their society.  This is meant to teach children to invest themselves in their artwork and the things that are important to them.

     

Grade Level: Intermediate Elementary (3-5)

Media Type: All types

     

Duration:  3 weeks with three 50 minute classes per week.

     

Entry Point For Generating Lesson/Unit Ideas:  Instill in the students the ideas of self-worth, self-respect, the importance of individuality and creativity.

Artwork/Artists:

Dieter Roth: http://www.moma.org/interactives/exhibitions/2004/dieterroth/flash.htm

Kate Borcherding

Rhea Carmi

Jason Mecier

Brian Murphy

     

           

Media: Photographs, watercolor, acrylic/tempera, paper, pencil, colored pencil, charcoal, ink, marker, cardboard

     

           

Subject Matter: Landscape, portrait, and abstract

     

           

Concepts: Art concepts, process concepts, historical/cultural concepts.

           

Examples of Art Concepts:

• Unity and balance
• Variations of line
• Change in tone and value to create shading

           

Examples of Process Concepts:

• Using representational objects or descriptive words in place of figures
• Playing with focal points and lengths
• Choosing colors

            Examples of Historical/Cultural Concepts:

• Practice observational drawing to see and understand how people and objects look and work in real life
• Experimenting with mediums that represent the object/figure
• Artwork that reflects the artist          

     

Enduring Ideas: A sincere artist is not one who makes a faithful attempt to put on to canvas what is in front of him, but one who tries to create something which is, in itself, a living thing. – William Dobell

It is not the language of painters but the language of nature which one should listen to, the feeling for the things themselves, for reality, is more important than the feeling for pictures.  – Vincent van Gogh

Never let anyone define what you are capable of by using parameters that don’t apply to you.  – Chuck Close

           

Examples of Enduring Ideas:

·       Art is never loved by everyone

·       Art is expression                    

     

Theme: Our project will represent the student and their life; interests, culture, society, etc.

Examples of Themes in Art:

• Artists as Storytellers
• Art and Nature
• Art and Identity: the Individual and Society
• Art and Similarities and Differences: Environments, Cultures and Adaptations
• Art and the Search for Truth and Meaning

     

Rationale:  How will our children know their value if we don’t tell them? We need to teach our kids they are worth something; not entitled to things but that their thoughts and beliefs and culture are important and that their dreams and abilities have value. By learning to value themselves and their opinions early on, children will be better equipped to handle hardships in the future.  The way to really accept one’s self worth is to first understand themselves and this lesson is created to explore that.

Objectives: Basic understanding of collage and a variety of other media.  How different media can be used to convey different objects and meanings.

Objective(s) for Planning:  Does the student understand the concept?  Is the child using or thinking about creative art processes?

Example of Objectives for Planning:

• Students will participate in discussion of different media uses and photographic examples of the media as well as completed mixed media artworks.
• Students will participate in class critique.
• Demonstrate knowledge of individuality and creativity

     

Objective(s) for the Product(s):  The students will create a work that is meaningful to them while exploring the things that interest and are important to them.

Examples of Objectives for the Product(s):

• Students will choose details from four or more architectural styles to create a new façade of a building that when repeated will create a continuous pattern.
• Students will review color theory and choose one style that will create emphasis on the part of their pattern that they wish to emphasize.

     

Objective(s) for Student Reflection:  The students will be asked to describe why they chose to represent what they did and why it is meaningful to them.

Examples of Objective(s) for Student Reflection:

• Students will be given the chance to talk about their piece before critique.  After critique they will be given an opportunity to share the beneficial aspects of the critique.

           

Assessment:

·      Plan/idea: 5%

·      In class progress: 50%

·      Self-Assessment: 5%

·      Participation in in-class critique and discussions: 20%

·      Final Assessment: 20%

Assessing student planning:  Sketchbook pages or planning sheets depicting original plan/ideas to go along with the self-assessment that will be compared with the final product to see changes in the art making process.

Examples of Assessing Student Planning:

• The final product should convey an understanding of basic art making principles, thought placed into making the artwork and the presentation, understanding of the theme, and craftsmanship.

     

Assessing student products:  Craftsmanship, thought and completion will be taken into account.

Assessing student reflections:  Students will talk about what the artwork means to them and what is represented and why those things are important as well as what they were trying to achieve.

Examples of Assessing Student Reflections:

• Oral explanation during critique

     

Content and Achievement Standards:  Standards:

1 – Understanding and applying media, techniques and processes

3 – Choosing and evaluating a range of subject matter, symbols, and ideas

4 – Understanding the visual arts in relation to history and cultures

5 – Reflecting upon and assessing the characteristics and merits of their work and the work of others

Materials: Cardboard, paper, scissors, paintbrushes, paint (watercolor and tempera/acrylic), magazines, books, glue, markers, crayons, pencils, charcoal, colored pencils, ink,

     

Procedure:

Lesson 1: Introduce the projects to students.  Go over materials available to use, discuss ideas and show examples of mixed media collages. Give the students an opportunity to ask questions and make sure that everyone is on the same page.

Lesson 2: Give the students paper and have them begin sketching or writing down ideas for their projects.  Begin gathering materials if students are ready.

Lesson 3: Have all students begin working on projects

Lesson 4: Work day

Lesson 5: Work day and class assessment.  Let students show their works to others to get halfway critique.

Lesson 6: Work day. 

Lesson 7: Work day for students.

Lesson 8: Begin critique with students.

Lesson 9: Finish critique and turn in projects to teacher.

    

Resources:

Cross Curriculum Integration:  Art History, Multicultural, Social Studies

     

Differentiated Instruction:  I will modify according to the different levels of each student I see unable to complete the lesson at standard level.

     

Searchable Keywords: Elementary Lesson Plans, 3 week Lesson Plan