Assignment 11: Exploring Lines (Elementary)

 

 

Assignment 10: Exploring Lines

 

Basic Information:

 

Date:

 

Subject: Art

 

Grade: 2

 

Activities Breakdown:

·         Explain lines & have students repeat

·         Show example and explain activity

·         Work time

Formative Assessments:

·         Informal Observation

·         Line art work

 

Instructional Teaching Strategies:

Direct Instruction:

·         Structured overview

·         Listening and viewing

 

 

Targeted Learning Objective(s):

 

CP2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).

CR2.1 Examine arts expressions to determine how ideas for arts expressions may come from artists’ own communities.

Targeted Learning Indicator(s):

 

·         2.8 Classify a large variety of lines using own words (e.g., wavy, jagged) and apply in own work.

 

  • 2.1 Demonstrate sensitivity to differing responses and interpretations, recognizing that not everyone responds the same way to a work of art.

 

Brief Overview

 

Set: (10 minutes) 1:30

Show examples of various artists who use line and shapes in their work, for example, Jessalyn Brooks, and landscape artist, Prudence Heward. While showing these images, discuss the different lines and shapes being used.

 

Explain and practice different lines, and have students repeat on loose leaf.

Explain that we are going to draw a picture together using as many different lines as we can. We are going to draw this picture together in steps.

 

Development:  (15 minutes) 1:45

Ask students to get out a pencil and then hand out piece of paper. Tell students that they can use their loose leaf full of different lines if they need ideas. First we are going to draw grass at the bottom of our paper using the zig zag line..

 

Conclusion: (5 minutes) 1:55

Students will hand in their line art work to the side table and clean up their area.

 

Teacher Notes:

 

Materials Needed/ Preparation:

·         Loose leaf

·         Drawing paper

·         Pencils

 

Reflective Notes:

– Go through the steps using the drawing activity as a reference. Do each step with the students and let them choose what lines to add to their art work.

Prerequisite Learning:

·         Basic drawing skills

 

Adaptive Dimension:

·         I will participate in the line drawing activity in order to help students understand.

 

 

 

Jessalyn Brooks

 

https://www.gallery.ca/collection/artist/prudence-heward

 

 

Assignment 10: Exploring Lines

 

Basic Information:

 

Date:

 

Subject: Art

 

Grade: 2

 

Activities Breakdown:

·         Explain lines & have students repeat

·         Show example and explain activity

·         Work time

Formative Assessments:

·         Informal Observation

·         Line art work

 

Instructional Teaching Strategies:

Direct Instruction:

·         Structured overview

·         Listening and viewing

 

 

Targeted Learning Objective(s):

 

CP2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).

CR2.1 Examine arts expressions to determine how ideas for arts expressions may come from artists’ own communities.

Targeted Learning Indicator(s):

 

·         2.8 Classify a large variety of lines using own words (e.g., wavy, jagged) and apply in own work.

 

  • 2.1 Demonstrate sensitivity to differing responses and interpretations, recognizing that not everyone responds the same way to a work of art.

 

Brief Overview

 

Set: (10 minutes) 1:30

Show examples of various artists who use line and shapes in their work, for example, Jessalyn Brooks, and landscape artist, Prudence Heward. While showing these images, discuss the different lines and shapes being used.

 

Explain and practice different lines, and have students repeat on loose leaf using the “lines” handout for ideas.

 

Explain that we are going to draw a picture together using as many different lines as we can. We are going to draw this picture together in steps.

 

Development:  (15 minutes) 1:45

Ask students to get out a pencil and then hand out piece of paper. Tell students that they can use their loose leaf full of different lines if they need ideas. First we are going to draw grass at the bottom of our paper using the zig zag line..

 

Conclusion: (5 minutes) 1:55

Students will hand in their line art work to the side table and clean up their area.

 

Teacher Notes:

 

Materials Needed/ Preparation:

·         Loose leaf

·         Drawing paper

·         Pencils

 

Reflective Notes:

– Go through the steps using the drawing activity as a reference. Do each step with the students and let them choose what lines to add to their art work.

Prerequisite Learning:

·         Basic drawing skills

 

Adaptive Dimension:

·         I will participate in the line drawing activity in order to help students understand.

 

 

 

Jessalyn Brooks

 

https://www.gallery.ca/collection/artist/prudence-heward

  Assignment 9: Value Scales (Secondary)

 

Assignment 9: Value Scales

 

Basic Information:

 

Date:

 

Subject: Visual Art

 

Grade: 9

 

Activities Breakdown:

·         Outline Learning Goals

·         Painting

·         Explain Assignment

·         Show Examples & Discuss

·         Create Grid Together

Formative Assessments:

·         Teacher-Student Conversations

·         Informal Observation

 

Instructional Teaching Strategies:

Direct Instruction:

·         Listening and viewing

·         Questioning

·         Demonstration

 

Experiential Learning:

·         Practicing Value Scales

 

Targeted Learning Objective(s):

 

Creative/ Productive:

·         CP9.11 Select and use appropriate forms, technologies, images, and art making processes to convey ideas.

·         CP9.12 Solve visual art problems in new and unfamiliar ways.

 

Targeted Learning Indicator(s):

 

Creative/ Productive:

·         Experiment with different ideas and techniques.

·         Demonstrate effective use of visual art tools, materials, and techniques.

 

Brief Overview

 

Set: (30 minutes) 

To begin the lesson I will outline the learning goals, which will be written on the board. Students will then be asked to gather around the middle table for an explanation where I will have examples laid out. Next I will explain expectations for the assignment.

-values do not have to be black and white, they can be colours too (red)

-but keeping time in mind we are using pencil to create values

-this is practice showing how capable you are with using your pencil and will help you with your final assignment

 

Development: (20 minutes)

I will then demonstrate how to divide our papers evenly and correctly and we will complete this task as a class. I will draw/ write the dimensions on the board as a visual for students. I will get two students to distribute rulers while I hand out paper. I will explain that this process should be very tedious because this is included in your mark. Your dimensions have to correct and your lines need to be straight.

-11 squares in total but only 10 will be filled in (one for name)

-2” from the bottom of the paper and make a straight line across

-1” inwards on both sides of the paper and make a straight line (don’t just measure 2” from the one side because if it isn’t cut correctly then the dimensions will not be even)

-make sure squares are 2” in width

-height of each square should be 1” so start at the bottom and make tics and then draw our lines across.

 

Conclusion: (5 minutes)

Students will put their value scale in their folder and put their folder away as they leave class. I will inform students that we will be continuing this assignment tomorrow.

 

Teacher Notes:

 

PDP Goal:

 

Materials Needed/ Preparation:

·         Pencil

·         Paper

·         Eraser

·         Ruler

 

Reflective Notes:

11 squares in total but 10 will be filled in (one will be for name)

assignment is out of 10

each square needs to be 100% even value

-don’t move on from one area until it is complete

-start at the darkest (never start at the lightest)

-visual jumps from each value

-should not see pencil strokes you should be using a circular motion

-should see a line separating the values

-do not use tip of your pencil

-do not push hard

-try to get the lightest square as light as you possibly can with pencil and then use your kneaded eraser.

-straight lines- proper cutting

-talk about width

-pay attention as we go along because detail matters and you will lose marks

Prerequisite Learning:

·         Basic knowledge of value scales

Adaptive Dimension:

·         Learning goals will be outlined at the beginning of lesson so students know what to expect

·         A demonstration will be provided for students to further understand the assignment

 

  Assignment 8: Colour Theory/ Wheel: Primary & Secondary Colours (Secondary)

 

Assignment 8: Colour Theory/ Wheel: Primary & Secondary Colours

 

Basic Information:

 

Date:

 

Subject: Visual Art

 

Grade: 9

 

Activities Breakdown:

·         Outline Learning Goals

·         Distribute and Explain Handout

·         Show examples

·         Go over Dos/Don’ts

·         Demonstration

·         Break Into Groups

·         Explain Clean Up Routine

·         Work Time

·         Clean Up

 

Formative Assessments:

·         Teacher-Student Conversations

·         Informal Observation

 

Instructional Teaching Strategies:

Direct Instruction:

·         Listening and viewing

·         Questioning

·         Demonstration

 

Experiential Learning:

·         Practicing Colour theory/ wheel

 

Targeted Learning Objective(s):

 

Creative/ Productive:

·         CP9.11 Select and use appropriate forms, technologies, images, and art making processes to convey ideas.

·         CP9.12 Solve visual art problems in new and unfamiliar ways.

 

Targeted Learning Indicator(s):

 

Creative/ Productive:

·         Experiment with different ideas and techniques.

·         Demonstrate effective use of visual art tools, materials, and techniques.

 

Brief Overview

 

Set: (20 minutes) 

To begin the lesson I will explain that we will be learning about colour theory today through painting and why colour is important. Next I will outline the learning goals for the lesson, which will be written on the board. I will then distribute yellow art handout and go though each concept. I will mention that these handouts are not for the students to keep so do not draw on them because they are not their property. As a recap I will ask all students to look up from their papers and ask them questions regarding the handout. Next I will show examples of previous work from students and ask the class which example they think is best and which example is not very good and why. I will then distribute and go through dos/don’ts handout. I will then give a demonstration and answer any questions students may have. Next I will divide students into groups of three and assign roles to each group member (someone can grab three brushes and three lids, someone can grab paper, and someone can grab one container of water). Lastly I will explain the clean up routine. Painting palettes will go in the middle of the table and brushes and water containers will go on the back table- make sure you really scrub your brushes to get all the paint out.

 

Development: (30 minutes)

Students will collect their materials and begin working on their assignment. I will move around the room while monitoring student progress, provide feedback, and answer any questions. When five minutes is left during work time, I will go over the clean up routine one more time to ensure things go smoothly and quickly.

 

Conclusion: (5 minutes)

All students will participate in the clean up routine. Before students leave I will make sure brushes are cleaned properly and all materials are put away in their proper place. Students will then put their portfolios away while they are leaving class.

 

Teacher Notes:

 

PDP Goal:

 

Materials Needed/ Preparation:

·         Art Handout

·         Dos/Don’ts Handout

·         Painting Materials

 

Reflective Notes:

-practice demonstration before hand

-have materials ready for demonstration

-find a monochromatic colour scheme in the room (after reading the definition, can someone find a monochromatic colour scheme in the room?)

-find an analogous colour scheme in the room

-complimentary colour schemes in the room. Discuss hockey jerseys (oilers nhl team- orange and blue, lakers basketball team yellow and violet) Can anyone give an example of something that has complimentary colours?

 

Prerequisite Learning:

·         Basic knowledge of painting skills

·         Basic knowledge of colour wheel

Adaptive Dimension:

·    Learning goals will be outlined at the beginning of lesson so students know what to expect

·     Lesson provides examples and a demonstration to further students understanding of assignment

 

Do’s & Don’ts When Mixing Colours

Do’s:

  • Natural painterly style
  • Must be the same width throughout
  • Use matte side of paper, not shiny
  • Mix paint first on the lid
  • When mixing secondary colours mix orange, green & violet first
  • Must have the same secondary color when creating intermediate colours, ex) green should be the same
  • Clear, distinct colours
  • Intensity must be the same, ex) if red is vibrant then violet has to be just as vibrant
  • Nice even value of colour throughout
  • Gentle brush strokes – just the bristles that have to touch the paper

Don’ts:

  • Make a square and fill it in
  • Use too much water
  • Blend the colours together
  • Push hard with the brush
  • Mix colours directly on your paper

 

 

 

Assignment 7: Expanded Drawing (Middle Years and Secondary)

Assignment 7: Expanded Drawing 

Step 1: Explain to students that “Today you will select an artist’s work, print it off, and glue it to your paper. The image is a starting point for your drawing and you will draw around the image. You can either cut the image in half and complete the image or cut out sectionsand draw in the blanks.”  

Step 2: Give a short demonstration of how to find an image, cut it into sections or in half, glue it to your paper, and draw in the missing blanks.  

Step 3: Ask two students to hand out paper and materials. 

Step 4: Students will then be able to go to the computer lab and find an artwork that they want to work from.  

Step 5: Students will then cut and glue their image onto paper. 

Step 6: Students will begin filling in the space by drawing around the image. 

Step 7: Draw, shade and color. 

Step 8: Remind students to write their names. 

Step 9: Clean up.  

Step 10: If time, students may share their artwork, the artist they used, and why.   

Materials: 

  • 9×12 drawing paper 
  • Computer 
  • Printer 
  • Pencil 
  • Eraser 
  • Supplies on table: markers, crayons, glue stick 

Pre requisite knowledge: 

  • Students will be familiar with various artists and their work 
  • Students will have practice with drawing 

Sources:

Teachers Pay Teachers

Assignment 10: Trading Card Lesson (Elementary, Middle Years, Secondary)

Trading Card Lesson

Grade Level: Elementary, Middle Years, Secondary

Examples of Outcome(s) & Indicator(s): (for a grade 8 class)

CP8.12 Solve visual art problems using a variety of processes and media.

  • Explore and expand upon an idea to achieve more depth of meaning and expression. (Explore Ms. Nelson’s concepts)
  • Take risks by working with innovative ideas, unfamiliar styles, or media. (Have to adapt to work with what is in the bags)
  • Explain original intent, why choices were made, how problems were solved, and how work might be refined or extended. ( artist statement)

“I can”…

  • demonstrate an understanding of the elements and principles of art

Pre-requisite learning: Elements of Art

Time management:

  • all material is already cut out and given to students
  • Students are given a strict writing prompt for artist statement

Arts Skills: Collage, drawing,

Art Terms/ Elements: Colour, line, shape, theme

Materials: “Trading card” Bags (filled with supplies- pre-made and packaged by myself), glue, scissors, drawing materials

Timeline:

  • Set:
    • Lecture (10 minutes)
      • What are artist trading cards?
      • Where did they come from?
      • How do you trade them?
      • If you participate in this assignment, you are in charge of cleaning up: not your teacher and certainly not the custodian
    • Expectations:
      • 1 artist statement (described below)
      • 1 artist trading card
        • Has a minimum of 3 mediums
        • Use or focus on one of the following: Line, shape, colour
        • Explore a self-chosen theme
      • Development: Make Artist Trading Cards (Yay!)
      • Closure: Hand in artist cards (5 minutes)
        • Artist statement: Fill in the blank and answer:
          • I chose to use (line, colour, shape) this way because… _________. My trading card has a theme of…
          • CLEANING TIME (5 minutes)

Assignment 5: Simon Says DRAW… (Early Years)

Assignment 5: Simon Says DRAW…

*This could be used as a game or an assignment by researching a particular artist and creating prompts based on that artist.

Step 1: Tell artists: Today we are going to play a game called Simon Says Draw… Raise your hand if you know the rules to Simon says? If everyone participates and tries their best, I may call on some of you to be “Simon.”

If you are choosing to research artists beforehand and base assignment on artist’s style: Invite students to carpet and discuss/ show images of artist(s) – (Lyubov Popova is an artist who employs cubism, which would be great for the non-objective doodle).

Step 2: Answer any questions and remind them to try their best to only draw when they hear “Simon Says” but if they do draw when Simon doesn’t say../ it’s a beautiful oops and students should continue (this is great for classroom management).

Step 3: Pass out paper and say: Let’s begin, “Simon Says, write your name on the bottom, right hand corner of your paper. On the next page choose one of the following: Simon Robot, Wacky Bird, Wacky Animal, or feel free to make your own.

Step 4: If students are doing well and you do not have a set list of prompts, let them take turns being Simon.

Step 5: Artists may continue drawing independently or being coloring their artwork with crayons.

Step 6: Clean up and hand in artwork.

Materials:

  • 9×6 drawing paper
  • Draw with sharpie or
  • Draw designs with color markers
  • Color with crayons

Pre-requisite knowledge:

  • Students must be familiar with a variety of shapes
  • Students must be able to follow directions

Sources: Teachers Pays Teachers

 

Simon Says DRAW…

Monster Face

  • Draw a shape larger than your hand
  • Draw one eye big and one eye small inside your large shape
  • Draw a wavy line for a mouth
  • Draw smooth or pointy teeth touching the wavy line
  • Draw shoes on your monster
  • Draw arms and fingers on your monster
  • Draw a topper on your monster like horns, ears, or a hat
  • Draw a pattern on your monster

Wacky Bird

  • Draw a medium shape in the middle of your paper
  • Draw wings connected to your shape
  • Draw a beak connected to your shape
  • Draw tail or tails connected to your shape
  • Draw eye or eyes inside your shape
  • Draw legs and feet connected to your shape
  • Draw the top feathers for your wacky bird
  • Draw something around your bird: clouds, leaves, falling candy…

Non Objective Doodle

  • Draw three circle
  • Draw a long wavy line going through one circle
  • Draw a triangle touching a circle
  • Draw a loopy line inside the triangle
  • Draw a tic-tac-toe board
  • Draw five squares big and small
  • Draw wacky stars inside a circle
  • Draw dots inside a square
  • Draw diagonal lines in the background
  • Draw some swirls

Wacky Fish with a Tail

  • Draw a large oval shape on your paper
  • Draw an awesome fin on top of your oval
  • Draw different animal tails onto your oval shape
  • Draw a fish eye and a mouth
  • Draw bubbles floating in the water around your fish
  • Give your fish something special like a pattern
  • Write the name of your fish in the sand near the bottom of your paper

Assignment 6: Judy Chicago: Our Dinner Party (Secondary)

Link to Plan and Assignment: Judy Chicago- Our Dinner Party (Secondary)

 

10 Day Lesson Plan: Judy Chicago: Our Dinner Party

Assessment Evidence (Summative and Formative)
Summative Assessments (Assessment of Learning):

Learners will show they really understand the outcome by evidence of …

 

Rubric: The students will be marked on a rubric. It is important that the students understand how they are being assessed and the teacher knows how they are going to be marking the projects.

 

Formative Assessments (Assessment for Learning):

Learners will show they achieved the outcomes by …

 

Informal Observation:

Students will be given class time to work. It will be my responsibility to monitor and make notes of student’s understanding and progress of the work.

 

Checklists:

Sometimes, students will be asked to do short presentations, act out scenes, or volunteer ideas where grades are difficult to attach. A checklist for formative assessment will be used to show that the student has willingly participated and completed all requirements of the given activity. This assessment will be incorporated into the students participation mark.

 

 

 Foundation Objectives/ Common Essential Learnings
“I can . . .” statements:

·        I can transfer knowledge from learning to creating

·        I can create an art piece based off of other artists

·        I can learn about other artists and their role in history

Learning Plan
Pervious lessons

·        Students would study multiple artists of the teachers choosing

·        Students would complete an inquiry based research assignment (you may use assignment 4 from the website)

 

Day 1

·        Students will learn about Judy Chicago in a short PowerPoint

·        Students will receive the assignment and start to brainstorm

·        They will  pick who they want to create the place setting for and sketch it out on paper first

Day 2

·        Students will  speak to their teacher for a check in

·        Students will then start creating their art work

Day 3

·        Work Period

Day 4

·        Work Period

Day 5

·        Work Period

Day 6

·        Work Period

Day 7

·        Work Period

Day 8

·        Work Period

Day 9

·        Work Period

Day 10

·        Share creations/ critique

·        Have a potluck

 

 

 

 

 

 

Name:

Date :

Ms. Mosewich and Ms. Rucks

Assignment: Judy Chicago: Our Dinner Party

For this assignment you be required to create a 3-dimensional place setting for one of the artists we have learnt about through the course of this unit. This assignment will encompass a variety of different techniques and mediums including sculptural, painting, and could include embroidery or stitching. At minimum you must have two different mediums in your art piece. Your place setting will include a glass, a plate, and a placemat. For the purpose of displace you may bring found cutlery or create your own.

Please fill out the following as part of your process. This will receive a mark under the category of process on the rubric.

  1. What artist will you make your placement for?
  2. Why are you choosing this artist to represent?
  3. What are some colours you would want to include to represent the artist?
  4. Why would you pick these colours?
  5. What items, objects, or symbols would you use in your place setting to represent your chosen artist? Why would you chose these objects?
  6. What material will you use? Why?

 

Below you will draw a sketch of your place setting:

 

 

 

 

 

 

Santee Smith

Artist: Santee Smith

About the Artist: Smith shares a story with the audience by taking the audience on a journey with her through her performance. Her performance, dance, vocals, music, and objects come together to communicate a message.

Birth Place: Santee is from the Kahnyen’kehàka (Mohawk) Nation, Turtle Clan from Six Nations of the Grand River, Ontario

Life Dates: 1971- Present

Mediums: Dance, performance, choreographer, actor, singer and designer of Iroquoian pottery.

Smith stresses that her work is multidimensional.

Themes: Her work addresses identity and humanity as it relates to the creative universe

Training:  She has taken movement training at studios, including the Hamilton Ballet School, Debbie Wilson Studios and Equity Showcase Theatre .Smith has six years of training at Canada’s National Ballet School, Physical Education and Psychology degrees from McMaster University and theatre training, In 1996, Smith returned to dance as a choreographer.

Artworks: In NeoIndigenA, a piece Smith is the artistic director and solo performer of, Smith explores the connections of all living things and elements. This piece “encompasses past, present, future in one body and space, awakening ancient ways of knowing and spiritual renewal” (Kaha:wi Dance Theatre) for Smith.

Resources used: