arts education teachers handbook - · pdf filearts education teacher ... standard course of...

Public Schools of North CarolinaState Board of EducationDepartment of Public Instruction

September 2002

ARTS EDUCATIONTeacher Handbook

VISUALARTS

ARTS EDUCATION TEACHER HANDBOOK:VISUAL ARTS

AUGUST 2002

TABLE OF CONTENTS

Click on any of the following links to access sections of the TeacherHandbook. (If you are viewing this document in PDF format or have ordereda print copy through NCDPI Publications, you will not be able to access links,but will view the content in its entirety as one document.)

PageINTRODUCTION...................................................................................................... 4-5

LESSON PLANS

• Introduction to Lesson Plans ............................................................................ 6

• Elementary Lessonso Aborgine Dot Turtles ............................................................................ 7-9o Eric Carle Collage with Color Theory ............................................... 10-12o Andy Warhol in North Carolina ........................................................ 13-15o Self-Portrait Unit - five lessons ......................................................... 16-27o Artist Research Poster and Red Wolf Rendering ............................... 28-30

(See assessment item that aligns with this lesson plan)o My Monkey in the Jungle - Henri Rousseau –

French Exotic Landscape ............................................................... 31-33 (See assessment item that aligns with this lesson plan)

o North Carolina Textured Landscape.................................................. 34-35(See assessment item that aligns with this lesson plan)

o Tansai Sumi Painting ........................................................................ 36-37(See assessment item that aligns with this lesson plan)

o Powers of Observation – Hands ........................................................ 38-40

• Middle School Lessonso The Element of Color........................................................................ 41-44o Exploring Pottery of North Carolina ................................................. 45-49o The Art Box...................................................................................... 50-53o Mixed Media Landscape Design Based on the Lands of Asia and Africa ..................................................... 54-56

2

Page• High School Lessons

o It's Ruined......................................................................................... 57-58o The Princess and the Painter ............................................................. 59-60o The Great Debate.............................................................................. 61-62o The Latest Style ................................................................................ 63-64o A Capitol Conquest........................................................................... 65-66o Japanese Watercolors ....................................................................... 67-69

(See assessment item that aligns with this lesson plan)o Emotion Masks ................................................................................. 70-73

(See assessment item that aligns with this lesson plan)o Color Scheme Design ....................................................................... 74-76

(See assessment item that aligns with this lesson plan)o Expressive Self-Portrait - Mixed Media ............................................ 77-81

(See assessment item that aligns with this lesson plan)o Introduction to Composition and Elements of Design........................ 82-85o Technology as a Design Tool for Self-portraits ................................. 86-88

(See assessment item that aligns with this lesson plan)o Technology as a Design Tool for Abstract Artwork........................... 89-91

(See two assessment items that align with this lesson plan - computer generated &painting)

ASSESSMENT ITEMS

• Introduction to Classroom Assessments .................................................... 92-94

• Elementary Assessmentso Artist Research Poster and Red Wolf Rendering ............................... 95-98

(See lesson plan that aligns with this assessment)o My Monkey in the Jungle - Henri Rousseau –

French Exotic Landscape ........................................................... 99-100 (See lesson plan that aligns with this assessment)

o North Carolina Textured Landscape ............................................. 101-102(See lesson plan that aligns with this assessment)

o Tansai Sumi Painting .................................................................... 103-104(See lesson plan that aligns with this assessment)

• Middle School Assessmentso NOTE: No Assessments Provided for any lessons at this grade span

3

Page• High School Assessments

o Japanese Watercolors.................................................................... 105-107(See lesson plan that aligns with this assessment)

o Emotion Masks ............................................................................ 108-110(See lesson plan that aligns with this assessment)

o Color Scheme Design ................................................................... 111-113(See lesson plan that aligns with this assessment)

o Expressive Self-Portrait - Mixed Media ....................................... 114-118(See lesson plan that aligns with this assessment)

o Technology as a Design Tool for Self-portraits ............................. 119-122(See lesson plan that aligns with this assessment)

o Technology as a Design Tool for Abstract Artwork (Computer Generated).................................................... 123-125

(See lesson plan that aligns with this assessment)o Technology as a Design Tool for Abstract Artwork (Painting) ...... 126-128

(See lesson plan that aligns with this assessment)

TIPS (None provided by teachers at this time)

RESOURCES• Print (None provided by teachers at this time)• Web Resources .............................................................................................. 129• Resources that Assist With or Demonstrate Curriculum Integration

(None provided by teachers at this time)

4

INTRODUCTION

The Teacher Handbook for Visual Arts Education is available through NCDPIPublications and online in PDF and HTML formats. The handbook will be revised andupdated as additional information is received or developed.

The PDF (print-friendly) and HTML versions of the Teacher Handbook, which include abank of lesson plans and assessment items that were developed by arts education teachersin North Carolina, may be accessed online at: http://www.publicschools.org (click on"Curriculum," then "Arts Education," then Resources.). The HTML version of theTeacher Handbook allows viewers to link to various sections of interest within thedocument.

Those interested in contributing a lesson plan, assessment item, or other material tothe Teacher Handbook should visit: www.learnnc.org/dpi/instserv.nsf (click on “visualarts education,” click on “news and happenings,” click on “help us create the NEWTeacher Handbook),” to read more about this opportunity and to access templates forlesson plans, assessment items, resources, and other information. For questions or furtherinformation about the Teacher Handbook, please contact Bryar Ted Cougle, ArtsEducation Consultant, NCDPI, at 919-807-3855 or [email protected].

OverviewThe Teacher Handbook for Visual Arts Education was created to assist teachers with theimplementation of the North Carolina Arts Education Standard Course of Study andGrade Level Competencies, K-12 (SCS). The SCS was revised through the cooperationand assistance of individuals and groups throughout the state and was approved by theState Board of Education in December of 2000. The implementation year for the SCS is2002-2003. The SCS will be regularly revised and improved to meet the needs of thestudents of North Carolina.

Standard Course of StudyBased on the National Standards for Arts Education, the SCS describes what studentsshould know and be able to do as the result of instruction at each grade level or course ineach of the four arts areas: dance, music, theatre arts and visual arts. The SCS wasgenerated to provide a foundation for teachers and curriculum specialists in each schoolsystem to develop classes or courses and instructional strategies. Objectives in the SCSdescribe content and skills that are not limited to particular materials or methodologies,but that can be delivered through multiple approaches or materials. The SCS may beaccessed online: www.ncpublicschools.org (click on Curriculum) or purchased throughNCDPI Publications.

5

Teacher HandbookThe Teacher Handbook for Visual Arts Education is a supplement to the SCS. Thisteacher handbook provides teachers with some ideas of how particular goals andobjectives may be addressed in the classroom. This document is not intended to becomprehensive or sequential, but rather, to illustrate some possible ways to helpimplement the SCS. Because specific objectives are not taught in isolation, it may benoted that both lesson plans and assessment items correlate with multiple goals andobjectives, often within and across the arts and/or other content areas. The teacherhandbook is in development; so as new lessons, assessment items, or other sections aredeveloped, they will be added to this resource.

Thank you to the teachers in North Carolina whodeveloped these plans, assessments, and ideas to

support teachers across our state! Your willingnessand generosity to give permission for your items to

be shared in this Teacher Handbook are greatlyappreciated.

6

INTRODUCTION TO LESSON PLANS

The lessons contained in the Teacher Handbook were developed for teachers by teachers.You may access lesson plans by grade span and individual plans within each span. Thisdatabase of lesson plans may be added to as further plans are developed. Thoseinterested in contributing lesson plans to the Teacher Handbook should contact Bryar TedCougle, Arts Education Consultant, NCDPI, at 919-807-3855 or [email protected].

The lesson plans developed are organized in the following format: Title; Grade Level orCourse; Time Allotment; Targeted Goals and Objectives from the 2000 North CarolinaArts Education Standard Course of Study and Grade Level Competencies, K-12;Targeted concepts or skills from other Content Areas; Alignment with the NC HighSchool Exit Exam; Lesson Objective(s); Materials/Equipment Needed; LessonProcedure; Assessment; and Special Considerations. Some lesson plans are linked toparticular assessment items. These lessons are noted in the table of contents and withinthe lessons themselves.

The lesson plans are not designed to be used as a step-by-step “cookie cutter” approach toimplementing the SCS, but rather as a starting point to help teachers see how particulargoals and objectives from the SCS may be implemented in the classroom. Perhaps ateacher reading through one of the lesson plans may use the plan as a place to begin withwhen mapping his/her course of study for students. Lessons should be modified to meetthe individual learning needs of students within the classroom.

7

ELEMENTARY LESSON PLANS

Submitted by Michele L. NelsonAlamance - Burlington Schools

Lesson Title:Aborigine Dot Turtles

Grade Level or Course:1st grade

Time Allotment:Two class sessions (30 minutes each)

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.04-Discuss and examine familiar objects and literature to inspire imagery3.03-Recognizes that pattern is created by repetition and uses pattern in own artwork4.01-Recognize that an artist's work has certain characteristics that distinguish it from

that of others

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas.English Language Arts: Demonstrate familiarity with variety of textsEnglish Language Arts: Discuss and explain response to how, why & what if questions in

sharing narrative and expository textsGuidance: Demonstrate pride in work and achievementGuidance: Consider ethnic & cultural diversityMathematics: Copy, continue & record patterns with actions, words, objects; translate

into other formsMathematics: Create and record patterns. Identify & name the pattern unitMathematics: Solve problems by identifying and correcting errors in repeating patterns

Lesson Objective(s):The learner will:- be introduced to Aboriginal Dot and X-Ray art, as well as Australian Dreamings

storytelling- create a work of art in the style of Aboriginal art- use repetition and pattern in a work of art

8

Materials/Equipment Needed:-8x 10 inch brown or earth-toned paper (brown construction paper works great)-Earth tone crayons or Craypas (colors such as white, black, brown, tan, ochre, orange,brick etc….) Lesson Procedure:- Students will have a traditional Aboriginal story read to them (I like to use Pheasant and

the Kingfisher, by Catherine Berndt and Raymond Meeks). Students will discuss storywith teacher regarding content (How Aborigine stories try to explain naturaloccurrences, some are creation stories, and others contain symbols that are universal tomany folktales and myths around the world.) It is also a good idea to have a world maphandy to point out where North Carolina is and where Australia is.

- Students will then discuss with the teacher the style of art used in the book. What typesof colors are used (earth tones because paints were made and mixed with pigmentsfrom the ground), what sort of patterns (dots, zigzags, etc.)

- The teacher will then guide the students in drawing a basic turtle shape, filling thewhole paper.

- The teacher will then discuss different kinds of line and pattern, such as the dotted line,zigzag lines, etc., having students draw them on the board.

- Students will then fill in their turtles with their own different patterns and colors tocreate unique Aborigine-style turtles

Assessment: - Students will be assessed by the product they create, as well as, through informal

discussions and oral questions posed to both class and individual (such as: How manydifferent patterns have you used in your picture? Does your pattern repeat consistently?What is your pattern unit? It looks like you may have lost your pattern here- what doyou need to add to fix the pattern? Why are we using earth tone colors? How areAborigine stories like some of our own? How are they different? Etc.)

- Portfolios will also be kept on each student in order to monitor progress through out theyear

Special Considerations:- Students will want to color the whole turtle, rather than make patterns. It is best to have

9

the children first concentrate on making dot patterns (dotted lines, dotted zigzags lineswith patterned colors) and not let then color on the first day. On the second session,once the student has established good patterns throughout, the students may color areasto enhance the patterns. Make sure they don't color over the patterns they worked sohard to create! (And, yes, they WILL try to do that!)

- Another note: Prang pressed wax crayons work very well for this project- they arebright, not messy and have brilliant colors.

10


Lesson Title:Eric Carle Collage with Color Theory

Grade Level or Course:2nd grade

Time Allotment:At least two class sessions

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.06 Use experimentation to find solutions1.08 Recognize that images from reality and from fantasy may be used to create original

art2.01 Become familiar with additional art media, techniques and processes2.04 Produce visual effects and textures using each media3.06 Create work which shows more complex organization5.03 Identify selected medium/techniques as processes used for individual artwork8.01 Begin to understand different ways that people can make a living from creating art

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas.English Language Arts: Discuss similarities & differences in events and characters across

storiesInformation Skills: Demonstrates familiarity with a variety of types of books and

resources (print, non-print, electronic)Information Skills: Respond to reading, listening, and viewing experiences orally,

artistically, dramatically through various formatsInformation Skills: Produce media in various formats, e.g., pictorial, multimedia

Lesson Objective(s):The leaner will:- study primary and secondary colors in a lab setting- make connections between art and literature- create a collage in the style of author/illustrator Eric Carle using hand-mixed color

paper

11

Materials/Equipment Needed:Supplies: finger paint, finger-paint paper (slick coated), scissors, glue, black and greenconstruction paperVisual Resources: Mouse Paint by Ellen Stoll Walsh (or any other book on mixingprimary colors), The Very Quiet Cricket or The Very Grouchy Lady Bug by Eric Carleand pictures/handouts of various bugs for reference

Lesson Procedure:The book on mixing colors will be read aloud. The students will then go to their seats forcolor experiments.- At each group setting there will be 4 different papers with 2 colors of finger-paint: blue

and yellow, red and blue, red and orange, and white with any primary color- The students will hypothesize on what color will be created. Then the students who are

sitting in front of the color set being discussed will proceed to mix the colors, whiletheir classmates watch. Once the new color has been made and "discovered", the nextcolor set will be mixed. Each student will have a chance to mix while his classmateswatch. All students will be able to guess at what colors might appear.

- After each child has had a chance to mix his primary colors to create secondary ones,the students will use the rest of the class time to thoroughly mix and cover their paperwith the finger paint, enjoying the tactile experience

Directions for the Collage Portion of this lesson:- The following class session, the teacher will read an Eric Carle book with bugs as the

main characters. Students will discuss the concept of author/illustrator. Students willanalyze the book as to how the pictures where made (cut paper, some colors finger-painted on the paper). Students will be encouraged to make their own buggy picturewith their own hand colored finger-paint paper.

- Students will cut grass from half an 8x 10" piece of green construction paper and pasteit to the bottom of the black 8 x 10" construction paper to create land/sky. There shouldbe unglued top edges of the grass to hide bugs in.

- Finger-painted papers will be cut and used in the creation of Eric Carle-style bugs,cutting shapes from the colored paper to create bug segments, legs etc. to make thebugs. The bugs will be glued to the paper with some peeking out from behind the cutpaper grass (overlapping), some will have wings and will fly in the sky. Students willalso cut a paper moon to hang in the sky and stars could be made from tiny yellowpaper scraps, if time permits. Students may use photocopied pictures of various bugs asa reference for the creation of the insects. Note the differences between spiders andbugs (number of legs, segmented bodies etc.).

12

Assessment:- Students will be tested orally on basic color theory- Students' work will display application of the following art concepts: overlapping,

balanced composition (use of the full paper)- Students will be able to discuss Eric Carle as an author/illustrator and his method for

creating images (collage with cut hand painted paper)- Students will keep a personal portfolio of artwork for ongoing progress and assessment

Special Considerations: - Finger paint paper generally comes in large sheets. Cut down the sheets to a

manageable size, such as 12" x 18", to ensure room for storage when drying.- Remind students that finger painting means just that, ONE FINGER, not whole hand

painting- Have paper towels pre-wet to be handed out at the end of class so there isn't a rush for

the sink (this is also a great art bribe for good behavior!)- Check with classroom teachers and try to schedule your lesson to be taught concurrently

with the teachers' science lessons on bugs or color

13


Lesson Title:Andy Warhol in NC

Grade Level or Course:4th grade

Time Allotment:At least two class sessions, with the majority of the first session being devoted to classdiscussion on media, society and Pop Art

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:2.02 Use additional art media, techniques and processes4.03 Enumerate characteristics of artists work that distinguish it from others4.04 Compare work of various artists' styles and culture5.01 Recognize that art can serve more than one purpose and/or function in a given

culture7.02 Identify how technology affects how things look and how they are done8.02 Discuss how there are art-related jobs today that did not exist in the past such as

photographer, videographer, or computer artist

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Computer/Technology Skills: Evaluate information found via telecommunications for

content and usefulnessEnglish Language Arts: Make informed judgements about television and film/video

productionsSocial Studies: Identify and describe changes which have occurred in ways of living in

North Carolina

Lesson Objective(s):The learner will:- be introduced to Pop Art and the style of Andy Warhol- study commercialism in the media and its effects on today's society - use repetition as a principle of design in a work of art

14

Materials/Equipment Needed:- (digital) camera(s), (computer), standard 8x10" paper, copier/printer, Crayola Tropical

color markers or colored pencils Note: this project can be done with a traditional camera and copy machine- visual resources such as magazine advertisements and reproductions of work by Andy

Warhol, specifically the Marilyn Monroe or other famous person(s) multiple imagesilkscreens

Lesson Procedure:The teacher will guide an in depth discussion on the effects of commercialism on today'ssociety, including the beginning of mass media commercialism with the invention of thetelevision commercial and the subsequent development of Pop Art by Andy Warhol.

Students will discuss the difference between pop music and other styles of music.(Pop stands for popular, something that may not be artistically great but is appealing to alarge amount of people. Other music styles, such as classical, jazz, hip-hop, etc., attract aselect listening audience. This will set a basis for understanding the term POP art-something that everyone can relate to, though it may not have a lot of artistic merit interms of technique and artistic talent.)

Students will talk about the television commercial, its' purpose (to sell us things) andrecall various jingles. Chances are the kids can sing most commercial jungles, but cannotremember the words to the Star Spangled Banner, our national anthem. This will lead to adiscussion on what we value in this country as Americans (money, merchandise, etc.).

At this point, Andy Warhol prints will be shown and talked about, such as the Brillo Boxand the famous person multiple image series. Andy Warhol's art was an observation onwhat was important in the lives of Americans during the 60's and 70's (superficial thingslike "stuff" and the celebrities that he depicted in his artwork...maybe these are still quiteimportant to us- more than they should be. Think Britney Spears, N'Sync, Snoop Dog,Pepsi Cola and Nike...) Students will understand that Pop Art was a reflection of thepeople we, as Americans, had become, due to our immersement in Pop Culture and popicons. We allow the media to do our thinking for us and we make a big deal out of thingsthat probably shouldn't be so important to us.

This project will have the students create a portrait in the style of Andy Warhol, but thesubject will be a more important one than famous people or cans of soup. The subjectwill be YOU!

15

The Studio Project:Students will create a self-portrait in the style of Andy Warhol.- If digital cameras are available, the students can take pictures of each other (1 each). If

this is not possible the teacher will take a picture of each student. This step ideallyshould be done a week or 2 in advance.

- The teacher will print, from the computer, a 4-panelled multiple image of the student orwill make 4 copies of a photo on the copier for each child.

- If access to a computer lab is available, students will make multiple copies of their ownimage with the computer in a Paint program, such as Clarisworks, Appleworks,Photoshop, etc., and use various filters to manipulate the color of each image

- The students will use light colors to color their photos, using a different color for face,hair, background and body.

- If the students have 4 individual photos, they will glue them onto a black background.

Assessment:- Students will be able to discuss the effect of media on modern society- Students will be able to pick out the work of Andy Warhol when presented with a group

of different artworks - Still will produce a work of art that is similar in style to the work of Andy Warhol- Students will keep a personal portfolio of artwork for ongoing progress and assessment

Special Considerations:If markers are used, explain that the marker should be applied in neat "lines", instead ofbeing scribble-colored in random directions, for a neater effect.

16

Submitted by Suzie CarterCumberland County Schools

Lesson Title:Self-Portrait Unit - Lesson #1

Grade Level:Fourth Grade

Time Allotment:40 minutes

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:5.03 Compare works of art from different times and cultures.5.05 Recognize an increased selection of works art and artists.5.06 Discuss themes which are most important to a particular culture.5.07 Recognize that individuals are products of their own culture.6.01 Describe how people’s experiences influence the development of specific artworks.6.02 Understand experience varies from individual to individual and from culture to

culture.7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect

the ideas, issues, or themes in all disciplines.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas.English Language Arts: writing three descriptive paragraphs in their classroom 1)

describe them physically, 2) describe the student’s character, and 3) describe theirfavorite pastimes.

English Language Arts: art terms incorporated in weekly spelling list.Computer: classroom teacher used computer class for typing their self-narrative and

practiced using “editing” mode.Music: The students will use their self-narrative to create a “rap”. CD/ tapes played in

the classroom while drawing their self-portraits.Social Studies: The students will view the world map during the discussion on the artist

and see each country’s proximity to each other compared to where they live.

Lesson Objective(s):

17

There is a need in my school area, with the influx of Hispanic people, for anunderstanding of this culture. The students can become life long learners by wideningtheir understanding of another culture, become better readers, have a better understandingof the computer, become more accomplished writers, and an awareness of their inner self.

Materials/Equipment Needed:- A Hispanic person from the community to share their culture with the students.- Artifacts from a local museum or gathered from community or students.- Art books on Frida Kahlo from the local library.- CD/Cassette to listen to Hispanic music.- Student’s drawing journal.

Lesson Procedure:As an introduction to this lesson, I had a local artist of Hispanic heritage, visit withknowledge of Frida Kahlo’s life and her works. She gave an overview of the Hispanicculture, and showed slides of the primitive civilizations-Aztec, Inca, and Mayan thatinfluenced Kahlo. There was a display set up in the Media Center that was borrowedfrom the local Art Museum. The borrowed Art Trunk enabled the students to view manydiffering artifacts. During the art time, the students were able to review and were givenmore time discussing the life and works of Frida Kahlo. The focus was on Kahlo’s self-portraits. The children spent the last of the period drawing self-portraits in their drawingjournals.

Assessment:I assessed their self-portraits in their journals to measure how much instruction, ondrawing the face they would need at our next meeting. The drawing journal stays in theroom all year and is a measure of their growth throughout the year.

Special Considerations:This is the first of five lessons in the unit.

18





Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Create work which approaches a higher level of realism.4.01 Create extended visual narratives based on one’s own life and experiences.5.07 Recognize that individuals are products of their own culture.6.01 Describe how people’s experiences influence the development of specific artworks.6.02 Understand experience varies from individual to individual and from culture to



Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas.English Language Arts: writing three descriptive paragraphs in their classroom. 1)

Describe them physically, 2) describe the student’s character, and 3) describe theirfavorite pastimes.






19

There is a need in my school area, with the influx of Hispanic people, for anunderstanding of this culture. The students can become life long learners by wideningtheir understanding of another culture, become better readers, have a better understandingof the computer, become more accomplished writers, and an awareness of their inner self.The students are expected to learn lessons of space and proportions of the face.

Materials/Equipment Needed:- Artifacts from a local museum or gathered from community or students.- Art books on Frida Kahlo from the local library.- CD/Cassette to listen to Hispanic music.- Self-narrative from academic class.- White drawing paper and pencil.

Lesson Procedure:The students brought their narratives to art class to use as a guide in drawing him orherself. A short instructional lesson was given after assessing last week’s drawings oftheir faces. The students looked at a few of the self-portraits of Frida Kahlo to see howshe finished the space behind her face. I gave design hints on ways to make theirportraits more eye-catching. The remainder of the period was spent with the studentsusing the information from the teacher to create their own self-portrait.

Assessment:In this lesson, I used conversation and observation of each student's drawing to monitorsuccess at this point.

Special Considerations:This is the second lesson of five in the unit.

20





Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Create work that approaches a higher level of realism.4.01 Create extended visual narratives based on one’s own life and experiences.5.07 Recognize that individuals are products of their own culture.6.01 Describe how people’s experiences influence the development of specific artworks.6.0 Understand experience varies from individual to individual and from culture to



Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:English Language Arts: Writing three descriptive paragraphs in their classroom. 1)






21

Lesson Objective(s):There is a need in my school area, with the influx of Hispanic people, for anunderstanding of this culture. Students can become life long learners by widening theirunderstanding of another culture, become better readers, have a better understanding ofthe computer, become more accomplished writers, and an awareness of their inner self.

Materials/Equipment Needed:- An Hispanic person from the community to share their culture with the students.- Artifacts from a local museum or gathered from community or students.- Art books on Frida Kahlo from the local library.- CD/Cassette to listen to Hispanic music.- Student’s drawing journal.

Lesson Procedure:The students and myself created two rubrics in order to gage their success around themidpoint of our lesson and another for the success of the final product. The students intheir groups addressed the midpoint rubric. How successful were they with their self-portraits and the self-narrative. At this point the students could make changes with either.The final rubric outlined how each student could be the most successful. The students arenow aware of what is expected to attain “Advanced Artist”. We decided that the #3 iswhat each should strive for.

Assessment:The students and myself designed Two rubrics. #1 is for the midpoint and #2 is for thefinal product.

Special Considerations:This is the third lesson of five in the unit.

22





Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:4.01 Create extended visual narratives based on one’s own life and experiences.4.03 Enumerate characteristics of artist’s work that distinguish it from others.6.01 Describe how people’s experiences influence the development of specific artworks.6.02 Understand experience varies from individual to individual and from culture to



Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas.English Language Arts: Writing three descriptive paragraphs in their classroom: 1)






Lesson Objective(s):There is a need in my school area, with the influx of Hispanic people, for anunderstanding of this culture. The students can become life long learners by wideningtheir understanding of another culture, become better readers, have a better understanding

23

of the computer, become more accomplished writers, and an awareness of their inner self.The techniques used in creating a colored pencil drawing, for example, blending colors,hand pressure, and mark quality.

Materials/Equipment Needed:- A Hispanic person from the community to share their culture with the students.- Artifacts from a local museum or gathered from community or students.- Art books on Frida Kahlo from the local library.- CD/Cassette to listen to Hispanic music.- Drawings from last week.- Colored pencils and face color crayons.

Lesson Procedure:I began the lesson with instruction on blending colors. The students used the materials tofinish their self-portrait.

Assessment:I assessed how much time would have to given in the last lesson next week so that a fewof the students could finish and how successful the students were with colored penciltechnique.

Special Considerations:This is the fourth lesson of five in the unit.

24




Time Allotment:40 minute lessons

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:4.02 Create extended visual narratives based on one’s own life and experiences.4.03 Enumerate characteristics of artist’s work that distinguish it from others.6.01 Describe how people’s experiences influence the development of specific artworks.6.02 Understand experience varies from individual to individual and from culture to



Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:English Language Arts: Writing three descriptive paragraphs in their classroom. 1)






Lesson Objective(s):There is a need in my school area, with the influx of Hispanic people, for anunderstanding of this culture. The students can become life long learners by wideningtheir understanding of another culture, become better readers, have a better understanding

25

of the computer, become more accomplished writers, and an awareness of their inner self.The main objective is for the students to have finished both visual portrait and narrativeportrait. I will display all visual portraits around the room. As I read each narrative, thestudents will guess who the student is I’m talking about.

Materials/Equipment Needed1. Rubric created for final products.2. Art books on Frida Kahlo from the local library.3. CD/Cassette to listen to Hispanic music.4. Drawings from last week.5. Colored pencil and face color crayons.

Lesson Procedure:The students took a few minutes to finish their product. The entire class got to look at allthe visual self-portraits and I read their narratives. The students took guesses as to whichnarrative matched the self-portraits.

Assessment:I assessed how much time would have to given in the last lesson next week so that a fewof the students could finish and how successful the students were with colored penciltechnique.

Special Considerations:This is the fifth lesson of five in the unit.

Rubrics for Unit: (see two pages below)

26

Name ______________________________

Frida Kahlo PortraitureEvaluation

3 Successful with visual portrait andwritten portrait

2 Successful with one of the portraits

1 Felt like you didn't have success with either

Circle the number which best describes your success with the unit sofar.

27

Name __________________________

Frida Kahlo Portraiture UnitSelf Evaluation

Where do you fit?

4 Frida Kahlo1 many observable symbols2 excellent portraiture3 3-D quality4 very detailed

3 Advanced Artist5 good likeness6 good proportions7 some symbols

2 Intermediate Artist8 somewhat resembles9 a few details10 a few symbols

1 Beginner Artist11 symbols not evident12 correct proportions not

evident13 likeness not evident

28

Submitted by Renee BaxterWake County Schools

Lesson Title:Artist Research Poster and Red Wolf Rendering

Grade Level or Course:Fifth Grade

Time Allotment:3 (45 minute) lessons for the product2 (45 minute) lessons for the artist research

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01- Use the imagination as a source for symbolic expression.3.04- Use variations to create interest in a composition.3.06- Recognize the validity of one’s feelings and impressions when solving visual

problems.4.01-Compare and contrast the works of various artists’ styles and cultures.5.01-Begin to recognize that art is the visual record of the history of mankind.5.04- Compare art of one culture to that of another culture or time.5.05- Recognize selected individual style characteristics of an artist.5.06- Compare and contrast selected major artists and artwork.6.01- Respond to questions relating to purpose and appropriateness of works including:

why do you think this artist painted this way or how do the materials the artist usedto help get across the idea of the artwork?

6.02- Critique artwork in relation to design principles: emphasis, movement, repetition,space, balance, value and unity.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Science: Determine the function of organisms within the population of the ecosystem:

producers, consumers, and decomposers.English: Increase reading and writing vocabulary through: wide reading, word study,

word reference materials, content area study, writing process elements, writing as atool, debate, discussions, seminars, examining the author’s craft.

Guidance: Demonstrate cooperation by groups.

29

Lesson Objective(s):As part of their study, students will choose an artist to research. They will research inpairs. Students will learn the history and time period of their artist and then create aresearch poster with given criteria. Students will use colored pencils to render an artistswork on their own template of the wolf. A rubric will be used to assess the students’product of the wolf. A checklist will be used for the students research project (seeattachment).

Materials/Equipment Needed:Colored Pencils, 12x18 white drawing paper, Sketch Paper, Pencils, Books and Prints toaid students, Internet access, List of artists to choose from, Partner list, Criteria checklistrequired for the research report, rubric for the wolf product

Lesson Procedure:Lesson 1 (45 minutes)

A. Inform students that they will become famous artists. They will be researchingand creating their own reproduction of an artist. The students will be given alist of artists to choose from and then they will be put into pairs. Together theywill have to pick their top three choices and then they will be assigned an artistto research. (Appropriate books will be chosen to aid them in the report.) Theywill also use resources from the library and Internet.

B. The teacher will give out copies of the criteria that need to be completed for theartist research project. Modeling will be done for the research project. Studentsmay be creative with this project as long as all of the information is accountedfor. The teacher will show an example of the project. After the informationabout the project is given out, the students will have access to materials thatthey will need and they may get started. Monitoring will continue throughoutthe class.

C. Inform the students that when they return they will be continuing the research oftheir artist. The checklist must be completed.(By the teacher)

Lesson 2 (45 minutes)A. Students will get back into their pairs. Review of the research project will take

place and then monitored research will begin. As the students work today theywill be looking for an artwork that they would like to reproduce using coloredpencils.

B. Time will be provided during this class be for research and poster production.

30

C. At the end of the class the research and poster will be completed. Areproduction will be chose to be rendered. Lastly, the teacher will completerubric.

Lesson 3 (45 minutes) A. Students will begin their product by sketching a wolf at least as big as a 9x12 Piece of paper. They may sketch the whole wolf using any angle or they may draw a large wolf head to put their rendering into.

B. Students will have the picture of their reproduction in front of them and theywill recreate the whole print or they may use just a portion of it. The teacherwill model this process.

C. Students will clean up and they will continue with this process the time.

Lesson 4 (45 minutes) A. The creative process will continue for at least two more class periods

Special Considerations:This lesson will be completed after students have learned about the wolves using guidingpractices. Students should be familiar with using colored pencils, and the principles ofdesign. Teachers can create their own list of artists based on their study of differentartists and time periods. During the lesson I will group students together, you may createthe grouping, as you feel necessary. This lesson may take more time depending on theabilities of students, your resources and the size of the class.

31

Submitted by Melanie MessickForsyth County Schools

Lesson Title:My Monkey in the Jungle- Henri Rousseau ~ French Exotic Landscape

Grade Level:Second Grade

Time Allotment:Three (50 minute) lessons

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Understand the process involved in using the media.2.02 Recognize specific media and processes.3.05 Identify center of interest (emphasis) in a composition.4.03 Begin to recognize that an artist's background and experiences are important in

shaping an artist's work.6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Relates to Social Studies, reading, and writing objectives.

Lesson Objective(s): As part of their social studies animal study/unit, students will create a painting of amonkey in their natural habitat. Students will learn about the French Exotic Landscapeby Rousseau and receive background information on his work and style.Students will also discuss monkeys (how they look, discuss features, size, color, etc.) aswell as describe what a jungle or rain forest looks like (location)- where one might seemonkeys.

Materials/Equipment Needed:Day 1: 18x24 assorted construction paper, brown, black, white, gray, paint/brushes,

Henri Rousseau’s French Exotic Landscape print, visuals of monkeys and jungle(rain forest)foliage, books, photographs, etc. The Great Kapok Tree by LynneCherry or other jungle/rain forest Literature, and student examples

32

Day 2: paint, lighter color for face hands, inside of ears, green paint- different shades forfoliage (or other colors that are suitable), Rousseau’s prints and other jungle visuals.

Day 3: black markers, oil pastels, and visuals.

Lesson Procedure:Day 1 - Lesson 1After the introduction/background of Henri Rousseau, inform students that they will havethe opportunity to create a painting of a monkey similar to the work of Rousseau. Discussmonkeys, how they look, features, colors, and etc. basic shape of monkey (head, neck,shoulders, body, arms, and legs).Guided practice:1- Pass out paper.2- Review painting techniques.3- Demonstrate on the board how to begin the shape of the monkey with paint (beginwith oval head, neck, shoulders, body, arms, legs). There will only be one large monkey.Encourage students to work large and fill the whole page.Independent Practice:Students will begin their paintings using only one color for the monkey on the first day.Monitor progress. Remind students of painting techniques. Review Rousseau and hiswork. Inform students that they will continue painting the jungle background and thelighter color for the face area on the next day. Everyone will clean up.

Day 2 - Lesson 2Review Rousseau and previous steps of the lesson. Inform students that will paintBase color of face and add the background. Review background, middleground, andforeground. Discuss jungle/rain forest-different kinds of plants and trees, vines, etc.Show visuals. If time allows read the story of The Great Kapok Tree to help motivate.Guided Practice:1- Pass out paintings2- Demonstrate how to pint the lighter contrasting color for the face and how to add the

painted jungle background.Independent Practice: as students begin painting, check to see that they are working to filltheir paper with their background. Remind students of painting techniques.Inform students that they will add details and features (eyes, nose, mouth, etc.) on thenext day. Review vocabulary.

Day 3 - Lesson 3Inform students that they will finish their “Monkey in the Jungle” paintings.

33

The teacher will review Rousseau and show visuals of monkeys again. Discuss the details(features) that will need to be added- eyes, nose, mouth etc. Discuss texture and how itcould be added. Discuss details I foliage etc. Show visuals.Guided Practice:1- Pass out paintings.2- Demonstrate how to add eyes, nose, mouth, texture for fur, wrinkles on face etc., with

black marker.3- Demonstrate how to use oil pastels for the details in the foliage, (veins in leaves, lines

in vines, etc.Independent Practice: monitor students as they work to make sure they are using oilpastels effectively.

Assessment: (group or individual)The teacher will lead a group discussion and ask students to view the paintings andcompare to Rousseau's work. How are they similar/different? This may be oral orwritten. Students could also write a story about his or her monkey and what experiencestheir monkey might encounter while in the jungle or rain forest.

Special Consideration:Although the lesson was designed for three class periods, another session may be neededdepending on the amount of previous painting experience and skill by the students.

34

Submitted by Katherine HartmanForsyth County Schools

Lesson Title:North Carolina Textured Landscape

Grade Level:Fourth grade

Time Allotment:Three days, 45 minutes each day

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:2.03 -Increase skills with familiar materials.2.04 - Demonstrate one's own thought and feelings visually, using sequential, visual

narrative.3.01 - Mix tints, shades and tones.3.02 - Differentiate horizontal, vertical, parallel, and diagonal lines.3.03 - Compare relative positions of objects in space through color intensity and value.4.03 - Enumerate characteristics of artist's work that distinguish it from others.6.03 - Critique artwork through the use of design principles: emphasis, movement,

repetition, space, balance, and value.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Social Studies: study of North Carolina regionsScience: land formation

Lesson Objective(s):As part of North Carolina study, students will create a textured landscape paintingdepicting a North Carolina region. Students will produce artwork using a variety oftextures. The foreground, middle ground, and background will be represented by adifferent texture. The composition must include a subject matter such as a lighthouse,barn, etc. Students will use self-evaluation. The project will be shown to the class andfinished works will be mounted and displayed.

35

Materials/Equipment Needed:- black, dark blue or purple 18x24 construction paper- white tempera- variety of colors of tempera- flat 1/2 inch easel brushes

Lesson Procedure:Day 1: Inform students that they will create a NC textured landscape. (Vincent VanGogh would be a nice example to discuss.) Request they select a region in NC(mountain, piedmont or coastal area). Paint each of the three grounds using a differenttexture, as well as, the subject using different textures. There are to be n solid areas.Teacher demonstrates how to hold the brush and painting different brush strokes.Textures should be painted solid and show paper space between the brush strokes.Begin this learning activity by having the students paint with white paint showing threedifferent textures for three grounds plus added textures for the subject.

Day 2: Again use a flat easel brush and add color on top of the white. White will showaround colors. Follow same texture pattern.

Day 3: Add more color between spaces of texture. Students may use a different shade ortint to give a three dimensional effect. Have students discuss what they have learnedabout their region. Class members may constructively critique peers.

Assessment:Students will self evaluate through verbal communications with the teacher. The teacherwill monitor throughout the lesson to see if students have accomplished the goals. Theteacher will praise, suggest and ask questions. Examples: 1. Describe your region, 2.Describe the make up of the land, 3. What kind of texture shows smooth - rough - silky -etc? In addition, students may write about the region of North Carolina that they painted.

Special Considerations:This lesson should be used after students have had lessons on North Carolina studies.Students should also be familiar with tempera paints, as well as, the process andtechniques for using them.

36

Submitted by Jacqueline CoyneWinston-Salem/Forsyth County Schools

Lesson Title:Tansai Sumi Painting

Grade Level or Course:Grade One

Time Allotment:Four class periods

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Uses logical sequence to complete an activity.1.03 Develop fluency in use of symbols for visual expression.1.05 Carefully observe and examine the world around them.2.01 Become familiar with additional basic art media, techniques and processes which

may include: fibers - papermaking and paper weaving.2.02 Use various techniques to create visual effects using texture.3.01 Use variety of geometric and organic shapes in creating own work.3.04 Use a variety of techniques and imagery incorporating pattern and repetition.3.06 Create visual textures with basic drawing, sculpture and painting tools.4.02 Create, discuss and/or write simple stories about one's own artwork.5.01 Recognize that art from other times and cultures does not look the same.5.02 Recognize that artwork from many cultures can be made of material that the student

has experienced (wood, stone, paint, etc.).6.02 Begin to use one's mistakes as part of the creative process.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Science and Social Studies

Alignment with NC High School Exit Exam (check domain and write objectivenumber(s):None provided

37

Lesson Objective(s):Student will:- learn to vary line quality in their brushwork- become familiar with Japanese artwork- learn to use watercolor and to control it

Materials/Equipment Needed:"Big" watercolors, brushes, water cups, pencils, erasers, black tempera paint, manilapaper cut in various sizes (9x24, 12x18 or 18x24 inches) appropriate for student'ssubjects

Lesson Procedure:Lesson 1: Mention that students will study Japanese culture this year. Discuss Japaneseartist. Show examples of Japanese woodcuts, etc. Discuss the materials the Japanese useto make art such as rice paper, black ink, etc. Today we will be drawing fish, birds oranimals. We will try to draw details and show texture. We will draw with pencil onmanila paper rather than rice paper. During the next class, we will make a Sumi-epainting with black paint and, finally, we will color with watercolor - Tansai Sumi, whichmeans lightly colored. Choose a picture of an animal, bird or fish from the file. Usuallyfish fit on 9x24, birds on 12x18, and animal on 18x24 (demonstrate drawing differentsizes). Monitor students drawing and discuss the structure of their subjects.

Lesson 2: Using the black tempera paint and small thin brushes, have students outline alllines after discussing Sumi painting.

Lesson 3: Paint subject and the appropriate environmental background using watercolors.

Lesson 4: Have students write poems or stories about their painting. As closer, havestudents read their stories or poems and discuss the paintings in relationship to their workand Japanese culture.

Assessment:- Monitor the students and discuss their drawings and painting techniques, check the

structure of the subject and if the student has used the entire surface.- Students will write about their artwork or a story or poem that is about their artwork.- Discussion of work: What have you learned? What have you enjoyed doing most?

What did you discover about Japanese artists? What did you learn about drawingtheir subject? What are your subject and environment?

Special Considerations:None provided

38

Submitted by Zoe WilliamsIredell-Statesville Schools

Lesson Title:Powers of Observation - HANDS

Grade Level or Course:Grade Five


Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Practice a variety of methods of observation from different points of view to explore

spatial relationships.4.01 Compare and contrast the work of various artists' styles and cultures.6.01 Respond to questions relating to purpose and appropriateness of works including:

why do you think this artist painted this way or how do the materials the artist usedhelp get across the idea of the artwork?

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas.None Provided

Lesson Objective(s):Students will be able to:- draw their hand accurately by continually observing it in one pose- adequately relay to others an activity using charades, using only expressive hands- understand the reasons why artists' use different hand positions/poses in artworks andunderstand the cultural context of hands in various artists' work.

Materials/Equipment Needed:- illustrations of artworks with expressive hands- sharpie markers- 12"x18" paper- charade cards (see below)- text, Discover Art 5, Chapter 20, Davis Publishers Inc., 1985

39

Lesson Procedure:- Before students arrive, write on board, 1. Draw two or more hands (no tracing), 2. Ask a

friend to pose for your drawing, 3. Add background of your choice.- Charades - go over rules, use hands only to express the actions on your card. Each table

of six students is a separate game. Pick a starting student. All six students get a chanceto go.

- Discuss: 1. Difficulty of using just hands in charades, 2. Hand poses in artworks that arearound the room and what they show.

- Read Discover Art 5, Chapter 20 together. Then have students model hand poses anddiscuss what the hands are doing and why hands may look wrinkled, large, tired, etc.

- Draw - Demonstrate how to look at an outline of one's own hand and not look at thepaper too much. Show how to see the hand as one shape and then see details of lines,wrinkles, rings, fingernails, cuts, etc. Demonstrate drawing each detail one at a time.

- Show students the instructions on the board and have students draw as instructed.- At the end of class, discuss how students are improving as artists by looking at the

object they drew and not the paper. Use their drawings as examples.

Assessment:- Observe students looking at their hands to draw. Remind them to not look at their paper

very much. If you cannot recognize the pose they drew, ask the student to model it foryou and have them draw it again.

- Observe students playing charades. If others cannot guess the action, make suggestionsverbally to help them.

- If students cannot guess the reasons artists posed hands in specific ways, have studentspose as the subject themselves just as the artist drew his picture. Ask students how theyfeel or what they think while in the pose (such as hands over face, might be showinganguish or grief).

40

Special Considerations:You may make your own charade cards. I made two sets for 24 students.Some ideas for these might be: threading a needle, drinking hot cocoa, writing a letter,tying a knot, eating dinner, playing a recorder, brushing one's teeth, eating an apple,folding laundry, reading a book, playing drums, or washing one's face.

The unit this lesson is in is called Powers of Observation. The previous lesson was aboutdrawing leaves. The emphasis is on whole shape, lines and details. I refer to this lessonfrequently, comparing hands to leaves in terms of shape and details.

The next lesson is a still life. Students assemble a magazine collage of food (after seeingand discussing Flemish still life paintings of flowers, food and objects). Students thendraw the still life by looking at their collage.

Differentiation:Low-achieving students - suggest simple hand poses such as spread out with only onefinger bent. Suggest they concentrate on shape and not on details (maybe add fingernailsbut not lines).High-achieving students - encourage complex hand poses and concentrate on drawing asmuch detail as possible.

41

MIDDLE SCHOOL LESSON PLANS

Submitted by Margie M. HeisserCumberland County

Lesson Title:The Element of Color

Grade Level or Course:Eight Grade

Time Allotment:Two (45-minute) lessons for color theory and comprehensionThree (45-minute) lessons for performances and evaluation

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:2.02 Apply materials such that their unique properties and potential impact the artistic

solution.2.04 Determine an original solution through expressive media technique.3.02 Develop original solutions that effectively apply the elements of art in an aesthetic composition.4.04 Invent original and personal imagery to convey ideas that are personal and have meaning.4.05 Develop personal imagery and style.5.06 Explain the impact of current culture on your personal style, attitude and techniques.6.03 Interpret how a given work of art expresses the uniqueness of the individual artist. 6.05 Critique artwork evaluating purpose, tone and style in an oral or written expression.7.01 Interpret and analyze connections, similarities and differences between the visual arts and other disciplines.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Drama: The students can create a play or skit depicting the dramatic moods of color.Music: The students can write lyrics or create “rap” songs to identify the

variations of color.

42

English/ language arts: The students can create short stories (fiction) about the color huesor creative writings of poetry.

Math: To learn techniques & formulas with the mixing of paints.

Lesson Objective(s):To expand the study on the element of color, students will create color wheels designedwith a specific geometric shape or creative form. The students will concentrate uponcreative writing skills; whereas to create an original poem with a select color hue thatdefines his/ her personality or style. The students will use a rubric for self/groupevaluation. Each creative composition will be presented in class. Students will have theopportunity to critique another student's composition. The final evaluation within theclassroom consists of video taping expressive gestures of each student and critiquing(open session) the video.

Materials/Equipment Needed:White drawing paper (12 x 18), pencils, 12 inch ruler, protractor/compass, temperapaints, water containers, mixing lids, paper towels, notebook paper (writing purposes),video/camcorder and television set, color wheel (s) poster charts and textbooks(reference).

Lesson Procedure:Lesson 1 (45 minutes)Inform the students that they will reacquaint and enhance their skills with color theoryand comprehension. The knowledge and application of word usage/vocabulary will alsoenable the performance of visual perception. Each student will create an originalgeometric/ free-form design of a color wheel. The remainder of class time will focusupon their drawing skills and creative abilities.

Lesson 2 (45 minutes)A. The students will carefully observe the color wheel chart (s) and textbooks as a guidefor specific color hues of the spectrum. Note the mathematical number of colors thatconsist of the spectrum.

B. Each student will use the basic Primary Colors (Yellow, Red and Blue) and mix thepaints to get the basic Secondary and Intermediate Colors. Experimentation, samplingand application of the paint add to the mystery and beauty of exploring the color.

C. Students will paint their color wheels. Note the dimensional size of shapes to decidethe specific brushes to use.

43

Lesson 3 (45 minutes)A. Students select a specific or favorite color (of the spectrum) that defines his/herpersonality or style. Concentrate upon the color to begin to gather thoughts or expressiveideas about the color. Make notes or important points about the color. Observe otherresources or one’s environment to capture a greater feel for the color.

B. Began to compose the creative writing in poetic form. The poem may or may notrhyme. Each student’s composition is to consist of approximately a paragraph (5 lines), aone-half page or a one-page composition. Again, this depends upon the students'interpersonal expression with the color.

Lesson 4 (45 minutes)Each student will present his/her composition in class. The student(s) will recite shortpoems and become more familiar with lengthy poems to promote eye contact with theaudience. Gestures and expressive movements are strongly encouraged to enhance thepoems. Note: Students are to rehearse in/outside the classroom before the finalpresentation of each composition. Video taping will be done during this lesson.

Lesson 5 (45 minutes)A. The class will view the video.

B. In a group of two, an exchange of written poems will be shared for verbal perceptions.Each student within the group will verbally write his/her perception and write on paper.A rubric will be used to critique each composition within the group.

C. As a class, an open session using PAM (Praise, Ask questions, Make Suggestions)This will encourage them to use constructive criticism.

Assessment:Individual and group compositions: Students will self and group assess (group of two andcollective group) using a rubric designed by the students and the teacher. The rubric willinclude the student’s ability to critique a composition: fairly, open-mindedly and utmostrespect for the composer of the creative writing.Individual students: The teacher will assess each student using a rubric where guidelineswill motivate enthusiasm for their compositions and performances. Assessment Type:Selected Responses, Written Responses, Performance, Conversations and Observations.

44

Special Considerations:The students may consider to greater enhance their compositions with the use ofInstrumental, background music, visual pictographs, posters, banners, fabric colors, etc.Options are based upon the student’s creativity to dramatically enhance the visualperception of the color. This lesson may extend upon the five (5) class sessionsdepending upon the class size, and performances of the painting and writing lessons.

45

Submitted by Betti LonginottiWinston-Salem/Forsyth County Schools

Lesson Title:Exploring Pottery of North Carolina

Grade Level or Course:Grade Eight

Time Allotment:Two to three weeks, 50 minute daily classes (10-15 classes total)

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.05 - Choose and apply the best ideas among those developed over time.1.06 - Develop solutions that incorporate the use of a variety of senses.2.02 - Apply materials such that their unique properties and potential impact the artistic

solution.2.03 - Apply a variety of techniques and processes when working with each material.3.02 - Develop original solutions that effectively apply the elements of art in an aesthetic

composition. 4.02 Develop the use of life surroundings and personal experiences toexpress ideas and feelings visually.

4.02 - Develop the use of life surroundings and personal experiences to express ideas andfeelings visually.

4.03 - Utilize environmental imagery to create artwork with personal meaning.5.02 - Explain the impact of a particular culture, time and place on a specific work of art.5.03 - Compare and contrast relationships of works of art to one another in terms of

history, aesthetics, and cultural/ethnic groups. 6.01 Evaluate the effectiveness of awork of art in meeting its intended purpose.

6.02 - Evaluate the ways in which a work of art reflects or communicates the diverseexperiences of the artist.

7.03 - Compare and contrast characteristics of visual arts within a particular historicalperiod or style with ideas, issues or themes in other disciplines.

7.04 - Apply various technologies in order to effect visual arts and other disciplines.8.01 - Assess the ways art enhances all aspects of life.8.02 - Assess the criteria to pursue visual arts as a profession.

46

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Interdisciplinary connections to NC History and Science.Correlation to Eighth Grade Social Studies SCS:Determine the absolute and relative location of physical and cultural features.Describe the physical and cultural aspects of North Carolina places.Trace changes in the movement of people, goods, and ideas at different periods

throughout North Carolina history.Evaluate the importance of technological innovations and advances on quality of life in

North Carolina and the nation.Correlation to Eight Grade Science SCS:Analyze practices that affect the use, availability, and management of natural resources.Interpret ways in which rocks, fossils, and ice cores record Earth's geologic history and

the evolution of life.Evaluate evolutionary theories and processes.

Lesson Objective(s):Through a cooperative learning format students will explore the pottery traditions ofNorth Carolina through a progression of investigation and hands on experience. Theaesthetics of North Carolina pottery, will be researched by students on the internet and byusing school, local and regional resources. Students will also research some basicchemical compositions of clay and glazes that are and were most commonly utilized byNC potters. Students will share through an oral presentation their research andinvestigation.

As a culminating experience, students will create a functional piece of pottery, exploringhand-building or wheel-thrown techniques with clay, with expectation relevant to thestudent artist’s level and capability.

Materials/Equipment Needed:Resources:Access to the Internet for research and investigation (Suggested sites see :<http://www.ncpotterycenter.com/>; < http://www.highwaterclays.com/>Index of local, regional and statewide potters (Suggested resources:Folk Arts Center, Asheville; John C. Campbell Folk School, Brasstown; Penland Schoolof Crafts; Appalachian Heritage Museum, in Blowing Rock; Seagrove pottery, MintMuseum of Craft & Design, Charlotte; Southern Highland Guild, Asheville, PiedmontCraftsmen, Winston-Salem)

47

Lesson Procedure:Lesson 1 (45 minutes)Teacher will introduce unit, Exploring North Carolina Pottery with presentation anddiscussion orienting students to historical, aesthetic, and functional traditions of clay as amedium.

Lesson 2 (45 minutes)Students will be given individual tasks of investigation within broad categories ofresearch and grouped within cooperative learning teams.

Lesson 3 (45 minutes x 3)Students will be given 3 days within library and computer lab to research their areas ofinvestigation.

Lesson 4 (45 minutes +)Students will prepare an oral presentation for the class that may include additionalresearch for homework and /or school.

Lesson 5 (45 minutes)Students will be introduced to hands on exploration of creating a piece of pottery.Teacher will demonstrate techniques preferred. (i.e., coil, wheel-thrown, slab methods);Teacher may choose to bring in a guest artist/craftsman to enhance demonstration andexperience.

Lesson 6 (3-4 x 45 minutes)Students will be given several days to explore clay techniques preferred.

Lesson 7 (3-4 x 45 minutes)Students will share oral presentations on North Carolina pottery.

48

Assessment: (See Specific Information in Assessment Section)Assessment of Cooperative Learning Research : Historical Traditions of North CarolinaPottery and Scientific considerations to clay as a natural resource

Assessment of Oral Presentation: Quality of group presentation and individualcontributions

Assessment of Product: Exploration of the making of a functional piece of pottery,imploring the technique(s) introduced

Portfolio Assessment Criteria includes:(a). Historical/ Cultural Research and Scientific Knowledge(b). Oral Presentation: Individual Contributions to Group Effort(c). Expression of Originality/ Function of Vessel Form(d). A Consciousness of Craft Technique(e).Overall Effect

Special Considerations:BudgetEquipmentAvailability to facilities to conduct research

49

Summative Portfolio Assessment: Exploring North Carolina PotteryBy Betti Longinotti, WSFCS

Portfolio Assessment Criteria includes:(a). Historical/ Cultural Research and Scientific Knowledge(b). Oral Presentation: Individual Contributions to Group Effort(c). Expression of Originality/ Function of Vessel Form(d). A Consciousness of Craft Technique(e). Overall Effect

Not Yet Basic Proficient Advanced(a). Historical/Cultural Researchand ScientificKnowledge

Does not provide anacceptablecontribution to thegroup’s assignedresearch task.

Provides moderateacceptablecontribution togroup’s researchexpectation.

Demonstrates anability to contributeto an conductresearch on NCPottery task area.

Demonstrates aninitiative ofLeadership withingroup members andindividualcontribution exceedsexpectation.

(b). OralPresentation :IndividualContributions toGroup Effort

Did not meet theexpectations ofteacher and peer’swith individualcontribution to thegroup’s presentation.

Provides anacceptablecontribution to thegroup’s presentation.

Demonstrates thattheir individualcontribution ofresearch clearly metthe expectations tothe group’ssuccessfulpresentation.

Provided a clear andobvious strength tothe success of thegroup’s presentation.

(c).Expression ofOriginality/Function of VesselForm

Does not provideadequate evidence ofunderstanding ofclay aesthetics orfunctional objectivesof form.

Demonstrates anadequate ability ofworking with clay asan originalexpression andfunctional form.

Demonstrates anunderstanding andability of originalexpression, as wellas funcitonal formthrough clay.

Provides anoutstanding strengthwith clay formcreated balancingoriginal aestheticswith functional form.

(d). AConsciousness ofCraft Technique

Does not provide aconvincingunderstanding ofclay technique orintegration ofresearch to formcreated.

Moderate ability indemonstrating acommand of claytechnique throughthe creation of clayform and integrationof research to form.

Ability to integrateaspects of researchwithin the creation ofclay vessel, pertechnique implored.

Provides anexemplarydemonstration ofunderstanding ofclay techniquesimplored, interwovenwith elements ofresearch introduced.

d).Overall Effect Does not provide anacceptableunderstanding ofresearch throughexploration of claytechnique.

Provides a moderateunderstanding ofresearchinvestigation throughprocess of exploringclay technique.

Provides anintergratedunderstanding of allaspects of portfoliounit in clay.

Demonstrates anexemplary capabilityto all tasks fromresearch throughcreation of clayvessel.

50

Submitted By Catherine Van SteenburghWinston-Salem/Forsyth County

Lesson Title:The Art Box

Grade Level or Course:Sixth Grade

Time Allotment:One (45 minute) lesson on the elements of designOne (45 minute) lesson on making of the Art Box itselfTwo (45 minute) lessons on the drawing of the design on the boxTwo (45 minute) lessons for coloring and finishing the box design

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:

1.01 - Plan and organize for creating art.1.02 - Explore strategies for imagining and implementing images.1.03 - Recognize in a world of imagination there is no right or wrong, but some solutions

are better than others.1.04 - Recognize and identify ideas that artists get from a variety of sources.1.05 - Understand that ideas evolve over time.1.06 - Develop perceptual awareness through the use of all senses.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Construct congruent segments, congruent angles, bisectors of line segments and bisectors

of angles.Define and identify interior, exterior, complementary, and supplementary angles and

pairs of lines including skew lines.Define and identify alternate interior, alternate exterior, corresponding and vertical

angles.Identify and distinguish among similar, congruent and symmetric figures; name

corresponding parts.Locate, give the coordinates of, and graph plane figures, which are the results of

translations or reflections in the first quadrant.

51

Investigate and determine the relationship between the diameter and circumference of acircle and the value of pi; calculate the circumference of a circle.

Identify the relationship between areas of triangles and rectangles with the same base andheight.

Use models to develop formulas for finding areas of triangles, parallelograms and circles.Calculate areas of triangles, parallelograms and circles.Model the concept of volume for rectangular solids as the product of the area of the base

and the height.Convert measures of length, area, capacity, weight and time expressed in a given unit to

other units in the same measurement system.Estimate solutions to problems involving geometry and measurement. Determine when

estimates are sufficient for the measurement situation.Analyze problem situations, select appropriate strategies, and use an organized approach

to solve non-routine and increasingly complex problems involving geometry andmeasurement. Use technology as appropriate.

Lesson Objective(s): The student will be able to exhibit knowledge of the elements of design. (Line, form,

texture, shape, value, color, space. The student will be able to exhibit the use of measurement using a ruler. He student will exhibit the understanding of composition in reference to balance. The student will create an interesting 3D composition using learned elements and

balance as a design principle. The student will create this box using poster board, pencil, and marker. As part of their study of the elements of design, students will create an original piece

of artwork and exhibit their work in a specified location within the school building.(The library is a good location)

A separate rubric for the composition and the construction of the artwork will also beused. Photographs of finished pieces will be placed in each student’s portfolio as asample of his/her work.

Materials/Equipment Needed:Poster board, pencil, ruler, and marker

Lesson Procedure:Lesson 1: Review the elements of design. Explain what the students will be doing and

how that relates to these elements. They will be using what they have learnedto create a 3d box out of poster board. Give students copies of the rubric thatwill be used for assessment of the artwork, so that they will know whatexpectations are from the start.

52

Lesson 2: Students individually construct the box itself using a ruler.

Lesson 3: Students create the design on the boxes using a pencil and their knowledge ofthe elements.

Lesson 4: Students apply color to the boxes using markers.

Assessment:Individual assessment: students self assess using a teacher designed rubric (See rubricbelow). The rubric incorporates the student's ability to evaluate the work.Teacher assessment: Photographs of all work are taken. Those that exhibit all the correctusage and knowledge of the elements of design are displayed. Photographs of work thatdo not exhibit the correct knowledge of the elements are filed for later use to show thedifference between a good composition and a poor one.

Special Considerations:This lesson should be used at the beginning of a school year to determine how much thestudent has retained in their transition from elementary school to middle school. Thislesson may be extended beyond the time stated in this lesson plan.

53

PointValue

Criteria 4 (.25 pts.)Excellentevidence ofunderstanding

3 (.20 pts.)Very goodevidence ofunderstanding

2 (.15 pts.)Goodevidence ofunderstanding

1 (.10 pts.)Poorevidence ofunderstanding

.25 Visual Arts -Element: Line, value, form, shape, space, texture, color

.25 Visual Arts1.01 Plan and organize for creating art.1.02 Explore strategies for imagining and implementing images.1.03 Recognize in a world of imagination there is no right or

wrong, but some solutions are better than others.1.04 Recognize and identify ideas that artists get from a variety of

sources..25 Visual Arts -

1.05 Understand that ideas evolve over time.1.06 Develop perceptual awareness through the use of all senses.

.25 Other Disciplines -Construct congruent segments, congruent angles, bisectors of line

segments and bisectors of angles.Define and identify interior, exterior, complementary, and

supplementary angles and pairs of lines including skew lines.Define and identify alternate interior, alternate exterior,

corresponding and vertical angles.Identify and distinguish among similar, congruent and symmetric

figures; name corresponding parts.Locate, give the coordinates of, and graph plane figures, which are

the results of translations or reflections in the first quadrant.Investigate and determine the relationship between the diameter and

circumference of a circle and the value of pi; calculate thecircumference of a circle.

Identify the relationship between areas of triangles and rectangleswith the same base and height.

Use models to develop formulas for finding areas of triangles,parallelograms and circles.

Calculate areas of triangles, parallelograms and circles.Model the concept of volume for rectangular solids as the product

of the area of the base and the height.Convert measures of length, area, capacity, weight and time

expressed in a given unit to other units in the samemeasurement system.

Estimate solutions to problems involving geometry andmeasurement. Determine when estimates are sufficient for themeasurement situation.

Analyze problem situations, select appropriate strategies, and use anorganized approach to solve non-routine and increasinglycomplex problems involving geometry and measurement. Usetechnology as appropriate.

Note: If all the writing is in the 4th column, each student receives .25 points, 3rd column =.20 points, 2nd column =.15 points and 1st column = .10points

54

Submitted by Alice MorleyWinston-Salem/Forsyth County Schools

Lesson Title:Mixed Media Landscape Design-Based on the Lands of Asia and Africa

Grade Level or Course:Seventh Grade

Time Allotment:Seven, 47 minute class sessions.

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:7.01 - connections, similarities and differences between the visual arts and otherdisciplines.7.02 - Explain various ways the art elements and design principles interrelate within allart disciplines.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Social Studies - The study of geographical regions, Asia and Africa.

Lesson Objective(s):1. Students should readily identify the elements and principles of design and how those

characteristics are applied in creating their art.2. Students should become familiar with visual, geographical characteristics of both Asia

and Africa.3. Students should create both a list and sketches reflective of what they've read and seen.4. Students should be familiar with the characteristics of watercolor as a visual arts

medium.5. Students should complete a successful mixed media composition using watercolor,

marker, and pen reflecting library research.6. Students should be able to orally participate, and understand the critique procedure.

Materials/Equipment Needed:Music from either or both Asia and Africa, pencil, watercolor paints, permanent blackmarker, black pen

55

Lesson Procedure:Motivation: Background music from either or both Asia and Africa, interactive classdiscussion, trip to the library to research landscapes of Asia and Africa. Student sketchesand notes, text reference.

Guided Practice: Teacher leads students in a discussion on design, its elements andprinciples and how those characteristics impact all art disciplines. Further discussionfollows on the physical characteristics of land forms, and landscapes based on thecountries being studied in 7th grade Social Studies classes (Asia and Africa) The nextclass is devoted to research. Students and teacher go to the library to draw and furtherfamiliarize themselves with the lands of Asia and Africa. Students must take notes. Theteacher circulates and provides suggestions and guidance on what might create goodlayout for the assignment. This research is then, followed up by further teacher directeddiscussion, reflection, and review.

As the assignment progresses through the drawing phase the medium of watercolor isintroduced and illustrated by the teacher (this would be a great time for a guestwatercolorist if you know one). After students have painted their landscapes the teacherdiscusses the use of pattern in art, and might show examples of Asian and African patternand design. This would further immerse the students in the two cultures.

Closure is a teacher directed critique, and analytic trait rubric.

Assessment:1. Teacher prompted student critiques in both oral and written form.2. Notes and sketches.3. Analytic Trait Rubric.

Special Considerations:Teacher can reference social studies text, and or visual art text.

56

Rubricfor

Mixed Media Landscape Design-Based on the Lands of Asia and Africa

PointValue

Criteria 4

Consistentevidence ofunderstanding

3

Significantevidence ofunderstanding

2

Someevidence ofunderstanding

1

Noevidence ofunderstanding

.25N.C. Competencies:

1. Processing Information.2. Synthesis of visual arts

and humanities.

.25Oral Competencies:Class participation;

discussion, and critique

.25Graphic Competencies:

1. Research sketches2. Final, completed

composition includinglearned info.

57

HIGH SCHOOL LESSON PLANS

Submitted by Debra PylypiwOnslow County

Lesson Title:It's Ruined!

Grade Level or Course:Art One

Time Allotment:2 hours

Targeted Goals and Objectives from the 2000 North Carolina ArtsEducation Standard Course of Study and Grade Level Competencies, K-12:GOAL 5: The learner will understand the visual arts in relation to history and cultures.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times and places.5.05 Describe universal themes that exist in art throughout history.5.06 Recognize and discuss that cultures have different aesthetics and each individual is a

product of his or her culture.

Alignment with NC High School Exit Exam: (check domain and write objective number(s)

_____ Communication:__X _ Processing Information: 9, 10_____ Problem Solving:_____ U sing Numbers and Data:

Lesson Objective(s):Students will learn about Ancient Roman architecture and will see slides of Roman ruins.Students will develop an image of a Roman building.

Materials/Equipment Needed:slides of Roman ruinsAncient Rome, a book of transparent overlaysphotocopied pictures of ruinschoice of media

58

Lesson Procedure:Students will see examples from the book, Ancient Rome that includes actualphotographs of Roman ruins along with transparent overlays of artists' renditions of whatthe buildings looked like in Roman times.Discuss how the buildings may have looked differently. Students choose from a varietyof photocopied pictures of Roman ruins and then develop their own conception of howthat building may have looked.

Assessment:Student successfully creates an image of a Roman building.

59


Lesson Title:The Princess and the Painter

Grade Level or Course:Visual Arts I

Time Allotment:2-4 hours

Targeted Goals and Objectives from the 2000 North Carolina ArtsEducation Standard Course of Study and Grade Level Competencies, K-12:Goal 4: The learner will choose and evaluate a range of subject matter and ideas to

communicate intended meaning in artworks.4.01 Demonstrate the use of life surroundings and personal experiences to express ideas

and feelings visually.Goal 5: The learner will understand the visual arts in relation to history and cultures.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times and places.5.05 Describe universal themes that exist in art throughout history.5.06 Recognize and discuss that cultures have different aesthetics and each individual is a



_____Communication:__X_ Processing Information: 9, 10_____Problem Solving:_____U sing Numbers and Data:

Lesson Objective(s):Students will learn about Baroque Art and will study Diego VelazquezÆs Las Meninasand see slides of the Royal Palace in Madrid. Students will create an illustration based ona well-known artist's work.

Materials/Equipment Needed:La Princesa y el Pintor, by Jane JohnsonSlide or overhead transparency of Las Meninas by VelazquezSlides of other Baroque and Renaissance paintings of everyday life.

60

Drawing/Painting materials

Lesson Procedure:Students will read the book La Princesa y el Pintor, by Jane Johnson. This book is achildrens' picture book based on Velazquez's painting, Las Meninas. The book describesthe princess's day in the Royal Palace and is illustrated in the same style as DiegoVelazquez. Discuss with students that this type of painting is a glimpse of life. Look atother paintings and discuss what may have happened before and after the image in thepainting. Students will choose a painting and paint an image of something that occurredbefore or after the well-known image. Suggest using paintings from Baroque period orNorthern Renaissance. Further studies: create a painting of a glimpse of your owneveryday life.

Assessment:Student successfully creates an image of a glimpse of life.

61


Lesson Title:The Great Debate


Time Allotment:One class or more as needed

Targeted Goals and Objectives from the 2000 North Carolina ArtsEducation Standard Course of Study and Grade Level Competencies, K-12:GOAL 5: The learner will understand the visual arts in relation to history and cultures.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times and places.


_X_ Communication: 2,3,4,6,7,8_X_ Processing Information: 11,13_X_ Problem Solving: 15,16____ Using Numbers and Data:

Lesson Objective(s):Students will study Ancient Greece. After learning about the Parthenon and theAcropolis, students will read information about the British Museum's ownership of thefriezes from the Parthenon. They will learn about the Greeks' efforts to have their friezesreturned to Athens. Students will be able to develop and argue an opinion about an artcontroversy.

Materials/Equipment Needed:Information about Ancient Greece, Parthenon, and British Museum

Lesson Procedure:Students will be assigned to three teams for the debate. Some students will argue for theBritish Museum and the others for the Greeks. The third group will act as judges for thedebate. The two debating groups will prepare justification for their sides of the argument.

62

The groups should prepare visual aids for the debate. The groups will write a statementof their beliefs. They will choose two spokespersons for each group. Each group willread their statement in turn and then argue their positions. The groups will attempt todevelop a compromise if they are deadlocked.

Assessment:Students will successfully argue their point of view and reach a solution or compromise.

63


Lesson Title:The Latest Style



Targeted Goals and Objectives from the 2000 North Carolina ArtsEducation Standard Course of Study and Grade Level Competencies, K-12:Goal 1: The learner will develop critical and creative thinking skills and perceptual

awareness necessary for understanding and producing art.1.01 Plan and organize for creating art.1.02 Devise and use strategies for imagining and implementing images.Goal 4: The learner will choose and evaluate a range of subject matter and ideas to

communicate intended meaning in artworks.4.04 Research and discuss how artists develop personal imagery and style.4.05 Apply subjects, symbols and ideas in artworks and use the skills gained to solve

problems in daily life.Goal 5: The learner will understand the visual arts in relation to history and cultures.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.05 Describe universal themes that exist in art throughout history.

Alignment with NC High School Exit Exam: (check domain and write objective number(s)____ Communication:_X_ Processing Information: 9, 10, 12_X_ Problem Solving: 15____U sing Numbers and Data:

Lesson Objective(s):Students will learn about the art of the Northern Renaissance. Students will workcooperatively to create a collage.

Materials/Equipment Needed:pictures, slides, etc. of Northern Renaissance art

64

index cardsmagazinespaperscissorsglue

Lesson Procedure:Students will see examples of Northern Renaissance art in which Biblical scenes aredepicted in contemporary clothing and surroundings. Students will be given an indexcard on which is written one of the following themes: Noah's Ark, Adam and Eve, Davidand Goliath, Adoration of the Magi.

Students will then work in a group to create a collage addressing their theme in a 2001setting. Groups will display and explain their work.

Assessment:Student cooperatively and successfully creates a collage of aNorthern Renaissance theme.

65


Lesson Title:A Capital Contest



Targeted Goals and Objectives from the 2000 North Carolina ArtsEducation Standard Course of Study and Grade Level Competencies, K-12:Goal 1: The learner will develop critical and creative thinking skills and perceptual

awareness necessary for understanding and producing art.1.01 Plan and organize for creating art.1.02 Devise and use strategies for imagining and implementing images.Goal 4: The learner will choose and evaluate a range of subject matter and ideas to

communicate intended meaning in artworks.4.04 Research and discuss how artists develop personal imagery and style.4.05 Apply subjects, symbols and ideas in artworks and use the skills gained to solve

problems in daily life.Goal 5: The learner will understand the visual arts in relation to history and cultures.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times and places.5.05 Describe universal themes that exist in art throughout history.5.06 Recognize and discuss that cultures have different aesthetics and each individual is a



____Communication:_X_ Processing Information: 9, 10, 12_X_ Problem Solving: 15____U sing Numbers and Data:


66

Students will learn about Ghiberti's Gates of Paradise and about the competition for theirdesign in which Brunelleschi's design was refused. Students will understand that allartists approach a subject in their own unique way.

Materials/Equipment Needed:slides of Ghiberti's Gates of ParadiseAncient Rome, a book of transparent overlaysphotocopied pictures of ruinschoice of media

Lesson Procedure:Students will see examples from Ghiberti's Gates of Paradise and will compare them toBrunelleschi's design. Students will see that the competitors all submitted a design basedon the same subject matter: The Sacrifice of Isaac. Discuss why the patrons may havechosen Ghiberti's plan over Brunelleschi's.

Students will then plan a design for a new set of doors on the US Capitol Building. Thesubject to be illustrated will be the first Thanksgiving. After completion, critique thedesigns making sure to point out the differences in approaches to the subject.

Assessment:Student successfully creates a new set of doors for the Capital Building.

67

Submitted by Sally DaileyCumberland County Schools

Lesson Title:Japanese Watercolors


Time Allotment:Three (3) 90 minute Class periods

Targeted Goals and Objectives from the 2000 North Carolina Art EducationStandard Course of Study and Grade Level Competencies, K-12:Goal 1: The learner will develop critical and creative thinking skills and perceptual

awareness necessary for understanding and producing art.1.01 Plan and organize for creating art.1.02 Devise and use strategies for imagining and implementing images.1.03 Create multiple solutions in problem solving and discuss that some solutions are

better than others.1.04 Recognize and discuss that concepts and images from a variety of sources can be

used to create original art.1.05 Show how ideas develop and evolve over a period of time.Goal 2: The learner will develop skills necessary for understanding and applying media,

techniques, and processes.2.01 Explore and discuss unique properties and potential of art materials.2.02 Demonstrate techniques and processes for working with each art material.Goal 5: The learner will understand the visual arts in relation to history and cultures.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times and places.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Social Studies: Japan, Cultural Awareness

Alignment with NC High School Exit Exam: (check domain and write objective number(s)_X__ Communication 1.4 & 1.7_X__ Processing Information 2.12____ Problem Solving_____ Using Numbers and Data

68

Lesson Objective(s):As part of the study of other cultures, students create a Japanese style watercolor usingtraditional strokes of the brush. Students use a chart of the Japanese brush strokes topractice. Successful completion of the practice strokes will determine the readiness topaint a final watercolor composition. Students then view works by Japanese artists suchas Hokusai. A rubric for brush technique, natural subject matter, and good arrangementwill be used. The rubric will become part of the student portfolio with a sample of theartwork.

Materials/Equipment Needed:Art Prints by Japanese watercolorists, or art textbook Discovering Art History, chapter onJapanese art, specifically (Hokusai), 9” x 12” white paper, watercolor sets, #8 brush orbamboo brush, water containers, 18” x 24” newsprint paper (brush stroke practice sheet),Brush stroke chart, Japanese watercolor Rubric, ruler, modeling clay (to make a chop),red stamp pad

Lesson Procedure:Lesson One (90 minutes)

A. Inform students that they will be learning to paint in a very different manner.Display examples of Japanese artists (such as Hokusai), or ask students to viewworks in the textbook, Discovering Art History, by this artist. Discuss the simplebrush lines and use of good composition by these artists. A rubric of guidelinesfor their paintings, and a Brush Stroke Chart, will be given to the students so thatthey will know what is expected of them before beginning.

B. Model Japanese form of painting using correct brush position (straight up handleand gentle pushing of brush tip). The teacher should help students with correctprocedures.

C. The teacher should encourage students to practice each stroke on the chart severaltimes to make it look just like the chart. Students will learn that the correct use ofthe brush results in a more beautiful final work of art. Asian artists, as should beexplained by the teacher, were great at simplifying nature in their designs.

Lesson Two (90 minutes)A. Provide students with time to complete practice brush strokes and to monitor their

progress, checking the work individually. (Praise; ask questions; Makesuggestions). Use rubric in assessing brush strokes.

B. Provide rulers and 9” x 12” white paper. Draw a 1” border around the edge of thepaper. Student who have successfully practiced the strokes can begin the finalcomposition using subjects from nature just like the Japanese artists, (example:fish, flowers, plants, trees, insects and other natural objects).

C. Inform students that in the next lesson they will create a “chop” or symbolic namedesign.

Lesson Three (90 minutes)A. Model creating a “chop” with modeling clay. Each student uses a small lump of

clay, (golf ball size). The students will roll the clay on its side, tap both ends flatand pinch one end for a handle of the stamp.

69

B. Using a pencil, the student will carve a design of their initials. Encourage uniquemotifs.

C. A red stamp pad is used for the chop stamp to “sign” the finished Japanesewatercolor design.

D. Have students discuss what they have learned and file rubrics with finishedwatercolor designs in individual portfolios.

Assessment:Assessment of individual work: Students will self assess and the teacher will assess workusing the rubric (See information in Assessment section). Students should be familiarwith the rubric that incorporates the guidelines for their compositions.

Special considerations:This lesson should be completed after students have learned the elements of art andprinciples of good composition. They should have drawing experience of natural objectsand experimented with watercolors prior to this lesson. Note: This lesson may take morethan 3 class periods depending on the abilities of the students and the size of the class.

70

Submitted by Jeannette StevensonWake County Schools

Lesson Title:Emotion Masks

Grade Level or Course:Grades 9-12, Visual Arts I

Time Allotment:Ten 55 minute class periods

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Plan and organizing for creating art.1.03 Create multiple solutions in problem solving and discuss that some solutions are

better than others.2.01 Demonstrate techniques and processes for working with art materials.2.05 Demonstrate the safe and responsible use of tools and materials.3.01 Recognize, apply, and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply, and evaluate the principles of design used in a composition.3.05 Use critical thought and analysis in the problem-solving process.4.01 Demonstrate the use of life surroundings and personal experiences to express ideas

and feelings visually.5.01 Know that the visual arts have a history, purpose, and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times, and places.5.03 Compare relationships of works of art to one another in terms of history, aesthetics,

and cultural/ethnic groups.5.05 Describe universal themes that exist in art throughout history.6.06 Critique artwork through the use of: proper vocabulary, art elements and design

principles, meaning, feeling, mood and ideas, oral and written expression.6.08 Accept and offer constructive criticism.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:N/A

71

Alignment with NC High School Exit Exam: (check domain and write objective number(s):__X__ Communication: 2,3__X__ Processing Information: 12__X__ Problem Solving: 15_____ Using Numbers and Data: none

Lesson Objective(s):The students will observe and discuss how masks function in various cultures:(African, Native American, South American, and Asian) and how they function in ourculture today. We will discuss the emotional impact of several of these masks on thecultures they come from. We will talk about how to express specific emotionsthrough colors and facial expressions. The students will then create a mask thatdisplays or evokes an emotion.

Materials/Equipment Needed:plaster strips, newspaper, paper towels, water, containers to hold water, 5 gallon bucket,tempera paint, palettes, film canisters, brushes, tape, various multi media (yarn, raffia,beads, feathers, pipe cleaners, glitter, etc.), glue gun and white glue, checklist, critiquesheet, visual examples of masks from various cultures as well as our culture,sketchbooks, handout of facial expressions

Lesson Procedure:Lesson One: (One - 55 minute period)We will spend today discussing examples of masks I have from various culturesincluding the modern US. We discuss the use of masks for celebrations, social controls,protection, and rites of passage. We discuss the emotional aspects of these various usesand the specific colors used in the masks. We also discuss how different emotions arerepresented by specific colors and facial expressions. The students will work the rest ofthe period on 3 different sketches for their mask project. Their sketch must show whatemotion they intend to express or evoke in the viewer. They must also show what limitedcolors they will use, colors must match emotion. The also must state what multi mediathey will use on their masks. Their masks must involve at least 5 elements of art and eachsketch must be organized around one of the three kinds of balance.

Lesson Two: (Two – 55 minute periods)I demonstrate the following techniques the students will use to plaster each other’s faces.The students will break into pairs with one person lying on the table with 2 paper towelson their face (one covering the top of the head and nose, one covering the bottom half ofthe face up to the nose so the nostrils are not covered). There should be newspaper underthe student’s head that is lying on the table. The other student needs to get a handful ofplaster strips and a cup of water. The first student needs to lie still while the other studentdips the plaster strips in the water, gets rid of the excess water by running it through theirfingers, and lay it on the student’s forehead smoothing the strip into the contours of theface. The next strip of plaster must overlap the first and be smoothed into the contours ofthe face. Keep working your way down the face overlapping and smoothing each time,but do not cover the nostril holes. Once you get to the underside of the chin, lay the stripsperpendicular to the previous strips, over lapping and smoothing again until you get tothe hairline and ears. At this point you need to do a second layer of strips for strength.

72

Just repeat the process above starting at the forehead and finishing at the hairline/ears.Once the second layer is complete, the student covered in plaster needs to lie still and notmove their face for approximately 10 minutes (until the plaster gets hard). The otherstudent should clean up by pouring the plaster water in the 5- gallon bucket, the largechunks of plaster could clog your drain, so they should wash and dry their hands and putthe rest of the strips back in the box. They need to write the student's name on a dry areaof the paper towels on their face. I move around the room feeling the masks and whenthey get hard instruct the standing student to take the mask off the others face and put iton the shelf to finish drying. The other student can go to the bathroom to wash the littlebit of plaster that may have gotten on their face. After the room is finished being cleanedup; newspaper taken off the table and the table wiped down, the students may continueworking on their sketches of their masks. The second day, the students should reversepositions and do the same thing to their partner. The sketchbooks are due at the end of theperiod on this day. Grading is based on a checklist.

Lesson Three: (Two to three - 55 minute periods)The students should each get their own pile of strips and water to share and begin addinganother of layer to their masks. They should also cover their nose hole at this point. Thestudents can also make projections out of newspaper and tape (horns, bulging eyes, etc.)then cover these things with plaster strips. They can also fold the plaster strips andsmooth them on when wet to make things like eyebrows, lips, teardrops, etc.

Lesson Four: (Four and a half - 55 minute periods)The students must draw out the elements of art they are using on their mask (lines,shapes, etc,) and mix their paint colors to paint in the areas. If the student needs a largeamount of one color, have the student mix it in a film canister. When the students aredone painting their masks, they need to prepare their multi media additions. Things likebraided yarn, cut yarn, large beads, pipe cleaners, and feathers should be attached withthe hot glue. Things like small beads, glitter, and other small additions can be attachedwith white glue.

Lesson Five: (Half a 55 minute period)The students will complete a critique sheet about their artwork and turn it in.

73

Assessment:The students sketchbooks will be assess on a checklist. The students will critique theirown work by answering guided questions and grade themselves on a scale in 5 differentareas. This evaluation may be found in the assessment section.

Special Considerations:This lesson should be completed after the teacher has gone over the 7 elements of art andthe method for mixing paint to create a variety of colors. The teacher should not feelinclined to offer all of the above multi media. I provide most of the things listed aboveand tell the students they may bring in anything else they want that I do not have.

74

Submitted by Terri HesterWinston-Salem/Forsyth County Schools

Lesson Title:Color Scheme Design


Time Allotment:Five (45 minute) lessons for the composition processOne (45 minute) lesson for evaluation


1.01 Plan and organize for creating art.1.02 Devise and use strategies for imagining and implementing images.1.03 Create multiple solutions in problem solving and discuss that some solutions are

better than others.1.07 Use the vocabulary of art in written and oral form.2.02 Demonstrate techniques and processes for working with each art material.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of

artwork.3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Use intuitive perception to solve problems.3.04 Use experimentation to solve problems.3.05 Use critical thought and analysis in the problem-solving process.5.02 Identify specific works of art as belonging to particular cultures, times and places.5.03 Compare relationships of works of art to one another in terms of history, aesthetics,

and cultural/ethnic groups.5.04 Describe the existence of art movements, periods, and styles.5.06 Recognize and discuss that cultures have different aesthetics and each individual is a

product of his or her culture.6.01 Describe the various purposes for creating works of visual art.6.03 Accept other’s work and ideas as unique expression of themselves.6.04 Explain why what is not understood is sometimes devalued.6.05 Explain how the constructive role of failure is often a part of the creative process.

75

6.06 Critique artwork through the use of: proper vocabulary, art elements and designprinciples, meaning, feeling, mood and ideas, oral and written expression.

6.08 Accept and offer constructive criticism.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.

Alignment with NC High School Exit Exam (check domain and write objective number(s):

_X__ Communication: 7_X__ Processing Information: 9_X__ Problem Solving: 16_X__ Using Numbers and Data: 23

Lesson Objective(s):As part of their study of color schemes, students will create an original designcomposition within specified guidelines as a work of art. Students will use a checklistand group critique for self/group evaluation.

Materials/Equipment Needed:18 x 24 white paper, #2 pencil, eraser, ruler, compass, colored chalk, paper towels,fixative spray and a color wheel.

Lesson Procedure:Lesson One (45 minutes)Review of basic geometric shapes (square, rectangle, half circle, full circle, triangles,etc.) Demonstrate on board the basic shapes. Show examples of work by artists that usedbasic shapes in their artwork. Identify those shapes in the artwork. Show examples ofstudent artwork, if possible.Students will need paper, pencil, eraser, compass and ruler to begin. Students willmeasure vertically and horizontally to find the center of their paper. (draw with pencillightly) Also, draw diagonal lines from corner to corner. This helps students to visuallyline up shapes to be symmetrical. Starting at the center of their paper, choose one shapeto begin. Next, choose a different shape to repeat around the first shape leaving a smallspace between the shapes. (1/4 inch or less) Continue working from the center outwardto create a symmetrical design.

Lesson Two (45 minutes)You should review lesson one. Continue using pencil, eraser, compass and ruler tocomplete drawing shapes. The paper should be filled to the edge with shapes.

Lesson Three (45 minutes)You should review lesson two. Discuss the three color-schemes being used: Analogous,Complimentary and Monochromatic. Display a color wheel in the room for students torefer to. Demonstrate how to use colored chalk. Students must firstErase previous pencil marks that were used as a guide. Students will choose which colorscheme they want to begin with. Begin in the center of the paper with the chalk thengradually work your way out to the edge of the paper

76

Lesson Four (45 minutes)You should review lesson three. Continue with colored chalk working from centeroutward to edges of paper. Students need to be careful about smearing and smudges atthis point. Fixative can be sprayed at any time.

Lesson Five (45 minutes)You should review lesson four. Artwork should be near completion. After all chalk hasbeen added, work must be sprayed with fixative. The last step is to fill in the spacebetween shapes with a neutral color or any color of the students choosing. When finishedspray again with fixative.

Assessment:Assessment of individual work by the artist (self -evaluation) and by the class in a groupcritique. For the self- evaluation, students will have a checklist and rate their artwork ona scale to determine if objectives have been met. For the group critique, display studentartwork together. The group will critique the work using a format for discussion.

Special Considerations:None

77

Submitted by Elizabeth M. W. BetsonWinston-Salem/Forsyth County Schools

Lesson Title:Expressive Self Portrait – Mixed Media

Grade Level or Course:10-12/Visual Arts II

Time Allotment:Lesson OneOne (45 minute) lesson for the group sharing/discussionOne (45 minute) lesson for the research processLesson TwoFive to seven (45 minute) lessons for productionLesson ThreeOne (45 minute) lesson for self evaluation and critique

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.04 Acquire concepts and images from a variety of sources to create original art.1.05 Show how ideas develop and involve over a period of time.1.06 Develop perceptual awareness through the use of all senses.1.07 Expand a working knowledge of the vocabulary of art.2.01 Continue to explore unique properties and potential of materials and media.2.03 Communicate and express ideas through a variety of materials and techniques.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of

work.2.05 Demonstrate the safe and responsible use of tools and materials.3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.04 Demonstrate the value of experimentation in the problem-solving process.3.05 Demonstrate the value of critical thought and analysis in the problem-solving

process.4.01 Use life surroundings and personal experiences to visually express ideas and

feelings.4.03 Invent original and personal imagery to convey meaning and not relying on copying,

tracing, patterns or duplicated materials.4.04 Research and demonstrate how artists develop a personal imagery and style.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.03 Compare relationships of works of art to one another in terms of history, aesthetics

and cultural/ethnic groups.5.06 Recognize that cultures have different aesthetics and each individual is a product of

his or her culture.6.01 Understand there are various purposes for creating works of visual art.6.02 Describe how people’s experience influences the developments of specific artworks.

78

6.03 Accept other’s work and ideas as unique expression of themselves.6.06 Critique artwork through the use of: proper vocabulary, art elements and design

principles, meaning, feeling, mood and ideas, oral and written expression.6.07 Understand there are varied responses to specific artworks.6.08 Accept and offer constructive criticism.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.7.02 Describe ways the art elements and design principles interrelate within all arts

discipline.8.03 Discover that art provides an opportunity for lifelong learning.

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:Literature – art movementsHistory – cultural, social, religious, historical factors that affect human experienceCharacter Education – appreciation and respect of differences among people

Alignment with NC High School Exit Exam (check domain and write objective number(s):__X___ Communication1.3 Learner will evaluate ideas and information to make informed decisions.1.4 Learner will listen carefully and thoughtfully to understand, evaluate and synthesize

information.___X__ Processing Information2.11 Learner will synthesize information from several sources to apply that information

to a new situation.___X__ Problem Solving3.15 Learner will plan logical steps and organize resources to accomplish a task within a

given time frame._____ Using Numbers and Datanone

79

Lesson Objective(s):Students will research various artists including but not exclusive to Albrect Durer,Vincent Van Gogh, Pablo Picasso, Frida Kahlo, Romare Bearden, Chuck Close andobserve how artists developed personal imagery in a self-portrait to visually conveyideas, thoughts and feelings. Students will uses their perceptual senses to relate andunderstand what the artists were communicating through their artwork. Students willcomplete this through research and class discussions and/or critiques. Students will usetheir prior knowledge and continued use of art materials and media to create a self-portrait. Students will base their self-portrait based on life surroundings and personalexperiences to visually express ideas and feelings. The work of art will be completedthrough the exploration of unique properties and potential of materials. Students willfocus on their personal experiences and the creative use of the art elements and principlesof design. Students will complete a self-evaluation of their art work using a rubric basedon the plan and organization of the art elements and principles of design to create a workof art to visually express ideas and feelings. The class will discuss their artwork in acritique setting where there will be an open discussion of ideas, thoughts and feelings.

Materials/Equipment Needed:Students may select different materials and media to create their work of art. They areencouraged to explore the unique properties of materials. Students have prior knowledgeof working with different materials of prior assignments.

Suggested Materials:paper, canvas, heavyweight board, pastels, acrylic paints, fibers

Lesson Procedure:Lesson One (one to two 45 minute periods)A. Share artists and their works of art focusing on the artist’s depiction of themselves in

self-portraits with the class. Encourage students to discuss and share ideas in an opendiscussion about the artwork based on the four steps of art criticism: description,analysis, interpretation and evaluation. Have students compare relationships of worksof art to one another in terms of history, aesthetics and cultural/ethnic groups.Encourage students to compare and contrast the works of art to their own artwork andwork of today.

B. Have students research an artist and how the artist develops a personal style to conveythoughts, moods and feelings.

C. Recognize that cultures have different aesthetics and each individual is a product ofhis/her culture.

Lesson Two (five to seven 45 minute periods)A. Students will plan and organize for creating a work of art.B. Students will prepare a list of adjectives describing their positive and negative

traits/characteristics. Students will work with a partner and prepare a list of positivetraits/characteristics of their partner.

C. Students will generate ideas how they can express their characteristics, thoughts,moods and/or feelings about themselves in a self-portrait. Students are encouraged toplace an emphasis on the use of art elements and principles of design to convey the

80

meaning they wish to express. Students will continue to explore the unique propertiesand potential of materials and media to create a mixed media project. (Teacher willshow student examples from art students.)

D. Students will complete a preliminary sketch of themselves and work with differenttypes of lines, colors etc. to create an interesting and aesthetically pleasingcomposition. (Teacher should guide and aid students as they plan and organize theirideas. Allow students to use critical thinking skills to solve problems.)

E. Students will begin work individually on their self-portrait using mixed media tocreate an expressive work or art.

Lesson ThreeA. Students will complete a self-evaluation based on the four steps of art criticism using a

rubric.(Students will critique their artwork through the use of: proper vocabulary, artelements and design principles, meaning, mood and ideas, written expression.)expression

B. Students will hang their artwork on the board for a class discussion and critique. (Students will critique artwork through the use of: proper vocabulary, art elements

and design principles, meaning, mood and ideas, oral expression.) Through the classdiscussion and critique students will accept other’s works and ideas as uniqueexpressions of themselves.

Assessment:Assessment of individual work: Students will self assess using a rubric designed by thestudents and teacher.Assessment of individuals: The teacher will assess each student using a rubric thatstudents are familiar with, which incorporates the guidelines for their artwork (SeeAssessment Section for Information).

81

Special Considerations:Students need a good understanding of the art elements and principles of design to createa good composition and aesthetically pleasing work of art. This lesson should becompleted after students have learned different types of media and materials. Theyshould know the basics of drawing portraits and understand proportions of the face.Students should also demonstrate the safe and responsible use of tools and media.

82

Submitted by Michael SpanglerWinston-Salem/Forsyth County Schools

Lesson Title:Introduction To Composition And Elements Of Design


Time Allotment:Five class periods

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.02 Devise and use strategies for imagining and implementing images2.04 Evaluate and select materials, techniques and processes to facilitate the creation of

artwork3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition

Targeted Goals and Objectives from the North Carolina Standard Course of Studyand Grade Level Competencies, K-12 for other content areas:None provided

Alignment with NC High School Exit Exam (check domain and write objectivenumber(s):__X__ Communication: 1, 3, 4__X__ Processing Information: 9__X__ Problem Solving: 15_____ Using Numbers and Data

Lesson Objective(sThe student will create a finished drawing with a dynamic, asymmetrical composition.Students will gain working knowledge of elements of design by conscience manipulationof lines, textures, values, shapes, forms and space according to specified instructions.Students will gain insight to how a work of art may be investigated and evaluated byobserving how each element is used in the work. The students will follow five specificinstructions in creating an original work and then assess their own work and that of theirpeers by assigning a numeric value to each of the instruction goals.

83

Materials/Equipment Needed:Paper, pencils, erasers, newsprint, white drawing paper, still life materials and/or visualreference photos from magazines. A poster or example of a work with a symmetrical,static composition and one with a diagonal thrust or previous student examples. Aviewfinder.

Lesson Procedure:Day OneAfter a pre-instruction drawing critique where concepts such as the elements of design,composition, contrast, contour lines and oblique angles have been discussed, showexamples. Ask students which works seems to have a sense of movement and is mostinteresting to look at. Ask students to look through the viewfinder at a still life or otherscene and ask how many of the edges of objects are parallel to the sides of the viewfinder.Have students arrange themselves or the viewfinder so that most objects or edges are at anangle to the sides of the viewfinder.

Assign drawing to be based on and assessed on five specified goals. Each goal will have avalue of two points for a total of ten. The grade assigned to each drawing will follow as10=A+, 9=A, 8=B+, 7=B, 6=C+, 5=C, 4=D+, 3=D, and 2=F.

The goals for the drawing will be:1. Asymmetrical composition2. Have a variety of lines and textures3. Majority of contour lines will be at oblique angles to the edge of the paper4. Contain a variety of shapes-(both positive and negative) with one shape or form being

dominate5. Drawing will have between 5-10 values. From as dark as your pencil will go to as light.

Students can then get newsprint and pencils to position themselves at the proper angle tothe still life for a preliminary sketch or collect visual references for the same.

Days Two through FourOnce their basic composition has been approved students may transfer to white drawingpaper and begin a more detailed finished drawing.

Day FiveStudents put final touches on work and arrange for critique. Each student attempts todetermine his or her own score on this assignment.

84

Assessment:Students work on an original composition in pencil to meet all of the above criteria.Each student is expected to have a completed drawing that includes lines, textures, valuesfrom light to dark, a variety of shapes and oblique anglesWorks are hung on the wall and discussed among the class to determine which of theworks are most successful in attaining all the requirements of the assignment. Eachstudent will assess his or her work according to the performance rubric the teacher willprovide.

Rubric will be a simple point value of 2 for each of the drawing goals for a total of 10

Special Considerations:Students must have previous experience with vocabulary such as outline, contour lines,elements of design, oblique angles, contrast, balance, symmetrical and asymmetricalcomposition.

85

Introduction to Composition and Elements of DesignRubric

2 points 1.5 points 1 point .5 point 0 pointsLine &texture

Variety of line styles.Dark to light and thickto thin. Appropriate useof line to denotetextures. Care taken inthe rendering of hair,wood, fur, tree bark, etc.

Variety of line weight -thick to thin. Somecontour lines may beinappropriately thick.Textures indicated butnot completelyrendered.

Some variety of line andline weight. Contour linesheavier and thicker thannecessary. Little change intypes of lines used to showtextures.

No real variety of lines inthickness or values.Little care in depiction ofvarious textures.

Simple contour drawingwith no line value. Noattempt to render anytexture or surfacecovering.

Composition Composition iscompletelyasymmetrical if animaginary line is drawndown the center. Allforms, shapes andspaces are different oneach side.

Mostly asymmetrical.A shape or form may bethe same or similar oneach side of the centerline.

Asymmetrical - but withsimilarities on each sidesuch as a centered figurewith similar objects oneither side.

Centered main subjectsome variance inbackground but negativespaces equal on eachside. Example: landscapewith tree in middle andflat horizon.

Centered symmetricalsubject. No attempt toalter background oneither side.

Obliqueangles

All contour lines of allshapes, forms and evencast shadows are at anangle to the edge of thepaper. Even wheresubject has vertical andhorizontal lines - pointof view creates obliqueangles.

Edges of objects aremostly at obliqueangles, however, someof the objects such aswindow frames, pictureor door molding isparallel to the sides ofthe paper.

Main subject has obliquecontour lines but manyother objects in thecomposition do not. Stillthere is an overall diagonalthrust to the composition.

Main subject or dominateobject contains contourlines that are parallel tothe sides of the page.There are oblique anglesin the picture but overallthe composition appearssymmetrical.

No attempt at makingcontour lines of shapesthat are at an angle tothe sides of the paper.Example: centeredsingle figure withshoulders and armsmade of straight lineswhat run parallel withpicture's edges.

Shapes/forms& space

All shapes and formsdiffer in size and style.Many shapes and formsoverlap and create asense of space. Allshapes, both positiveand negative, aredifferent.

All shapes are differentsizes and styles,however, one or twonegative space shapesare alike. Only one ortwo shapes. Forms areoverlapping.

Composition containsseveral shapes bothpositive and negative thatare similar. There are nooverlapping shapes orforms but shading andscale indicate a sense ofspace.

Shapes on both sides ofcomposition are the samecreating mostlysymmetrical composition.Little attempt at varietyof shape or form.

No attempt to changesize or style of shapes orform through placementor shading. Example:landscape with noincidental features suchas a sunset over theocean.

Value &contrast

Drawing utilizes 7-10different value with agreat degree of contrastbetween lightest anddarkest shades. Gooduse of shading in formsand textures.

Drawing has distinctvalues. Good use ofshading on forms and,shadows and textures.

Drawing has 4-5 differentshades. Some care used inshading forms, however,cast shadows are arbitrarilydepicted.

Drawing has 3-4 differentshades. No real attemptat correct shading offorms or cast shadows.

Drawing shows noattempt at using value orshading. Drawingdepends on simplecontour line alone todepict objects.

Total of eachcolumnTotalGrade 10-9 = A 8-7=B 6-5=C 4-3=D 2-0=F

86

Submitted by Sarah PriceNew Hanover County

Lesson Title:Technology as a Design Tool for self-portraits

Grade Level or Course:Grades 11 or 12, Visual Arts IV

Time Allotment:Three weeks (block schedule)


1.01 Plan and organize for creating art.1.02 Develop strategies for imagining and implementing images.1.03 Develop multiple solutions, discuss their quality, and apply to creative problem

solving.1.04 Evaluate and refine concepts and images from a variety of sources to create original

art.1.05 Show and evaluate how ideas develop and evolve over a period of time.1.06 Continue to develop perceptual awareness through sensory stimuli.2.01 Focus exploration on the unique properties and potential of materials and media.2.02 Refine techniques and processes for working with each material.2.03 Communicate and express ideas through a variety of materials and techniques.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of

artwork.3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Assess the value of intuitive perceptions in the problem-solving process.3.04 Assess the value of experimentation in the problem-solving process.3.05 Assess the value of critical thought and analysis in the problem-solving process.4.04 Explore, compare and assess how artists develop personal imagery and style.5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and

styles.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.

87

7.04 Compare and synthesize characteristics of visual arts within a particular historicalperiod or style with ideas, issues or themes in other disciplines.

Targeted Goals and Objectives from the 2000 North Carolina Standard Course ofStudy and Grade Level Competencies, K-12 for other content areas:Not provided

Alignment with NC High School Exit Exam: Domain and Objective Number:__x_ Communication: 4.02, 4.03,7.05__x_ Processing Information: 5.03, 1.01__x_ Problem Solving: 1.01, 3.02- 3.05,__x_ Using Numbers and Data: 2.02

Lesson Objective(s): Students will create their self-portrait on black paper. The gridtechnique will be used to get the proportions accurate. The image of them will come fromuse of the digital camera. Students will be aware of how technology can be used as adesign tool and enhance their work. Students will work cooperatively. Students will gainexperience using the digital camera and Adobe Photoshop software on the computer.Students will have experiences creating an interesting composition with the digitalcamera. Students will reinforce knowledge of grid technique. (Optional) Students will beaware of reverse drawing. By using white pencil on black paper as opposed to thetraditional black pencil on white paper. Student will demonstrate creativity andcraftsmanship.

Materials/ Equipment Needed:Digital cameras, 31/2 floppy disks, Adobe Photoshop Program on computer, colorprinter, transparency grids, black construction paper, white color pencils and or colorpencils

Lesson Procedure:1.After demonstration of the digital camera, students will pair up with each other and

share a disk of each other’s pictures.2. Students will come up with creative compositions when taking a picture of each other.

The setting could be a dark room with a studio light or candle. Perhaps taking a pictureof the reflection from the back of the person.

3. Students will then enlarge the picture by using the grid technique: (a transparency with 1”x1” boxes made with a thin permanent marker.)4. Students will lightly sketch contour lines of face.5. Students will then color highlighted areas with the white color pencil.6. Students may add creative images afterwards.

88

7. Students will keep a written journal for self-reflection during this process of feelingsand discoveries they may have about themselves.

Assessment:Did students understand how to use the digital camera? Were they able to pull thepictures up on the Adobe Photoshop? Was the grid technique successful? Did they usethe white pencil and or color pencil for the highlighted areas effectively?

89


Lesson Title:Technology as a Design Tool for Abstract Artwork

Grade Level or Course:Grades 11 and 12, Visual Arts IV

Time Allotment:Three weeks (block schedule)

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.02 Develop strategies for imagining and implementing images.1.03 Develop multiple solutions, discuss their quality, and apply to creative problem

solving.1.04 Evaluate and refine concepts and images from a variety of sources to create original

art.1.05 Show and evaluate how ideas develop and evolve over a period of time.1.06 Continue to develop perceptual awareness through sensory stimuli.2.01 Focus exploration on the unique properties and potential of materials and media.2.02 Refine techniques and processes for working with each material.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of

artwork.3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Assess the value of intuitive perceptions in the problem-solving process.3.04 Assess the value of experimentation in the problem-solving process.3.05 Assess the value of critical thought and analysis in the problem-solving process.4.04 Explore, compare and assess how artists develop personal imagery and style.5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and

styles.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.7.04 Compare and synthesize characteristics of visual arts within a particular historical

period or style with ideas, issues or themes in other disciplines.

90

Targeted Goals and Objectives from the 2000 North Carolina Standard Course ofStudy and Grade Level Competencies, K-12 for other content areas:None provided

Alignment with NC High School Exit Exam: Domain and Objective Number:__x_ Communication: 4.02, 4.03,7.05__x_ Processing Information: 5.03, 1.01__x_ Problem Solving: 1.01, 3.02- 3.05,____ Using Numbers and Data:

Lesson Objective(s):Students will create an abstract design for an original piece of artwork. This may be doneas an open-ended process in various mediums such as acrylic paint, oil pastel, pencil, etc.Students will use the digital camera of areas around the school such as stairwells, or areaswhere pipes are protruding. Students will then manipulate the image (using the AdobePhotshop Program) changing it in some way to implement their own creativity.Students will gain experience-using technology. Students will be aware of howtechnology can be used as a design tool and enhance their work. Students will gainexperience using the digital camera and Adobe Photoshop software on the computer.Students will have experiences creating an interesting composition with the digitalcamera. Students will demonstrate drawing skills. Students will reinforce knowledge ofcolor schemes. Students will apply knowledge of tints and shades. Students will applyknowledge of mixing primary, secondary and intermediate colors. Students will be awareof abstract art of the 20th century.

Materials /Equipment Needed:art history books on 20th century art, Computer, Digital cameras, 31/2 floppy disks,Adobe Photoshop, color printer (If painting: Acrylic paint, paintbrushes, pallets, waterjars, newspaper, canvas)

Lesson Procedure:Teacher will show student and teacher examples.Teacher will discuss the principles of design and art elements in relationship to the

composition.Teacher will discuss 20th century abstract artTeacher will demonstrate how to use digital camera and Adobe Photoshop Program on

computer.1. Students will take pictures of various areas of the school where wires and pipes are

evident2. Students will select an image that appeals to them.

91

3. Students will then manipulate the image on the computer using Adobe Photoshopsoftware.

4. Students will print out picture to serve as guide

(If painting design:)• Students will then draw on canvas a light sketch.• Students will carefully mix and paint canvas.• Students will build on 1st layer by applying more paint.• Students will use appropriate brushes for details.

Assessment:Did students manipulate the image using the Adobe Photoshop program?Is color scheme evident? Is creativity evident? Are the art elements and Principles ofDesign evident in composition?(If painting: Did students execute paint well? Is paint evident of being mixed? Wasvarious brushes used in painting? )

Special Considerations:None

92

INTRODUCTION TO ASSESSMENTIN ARTS EDUCATION CLASSROOMS

Assessment is an integral part of instruction. A combination of teacher, peer, and self-assessment should be employed in the arts education classroom. The method ofassessment used will depend on the purpose of the assessment.

The following are some types of assessments that may be used in the arts educationclassroom:

Selected responseIn selected response assessments, students must choose the most appropriate response forthe matter being assessed. Examples of selected responses include multiple-choice,matching, and true-false items.

Written responseThe use of written responses can be informal or formal and may take many forms.Examples of written responses that may be used for assessment include student drawings,compositions, etc; open-ended questions; journals and learning logs; short answer items;discussion questions; essays; research papers; and reports or reviews.

PerformancePerformance assessment is often used in arts education. Examples of performanceassessments include performance tasks, oral presentations, and projects or products.

ConversationsConversations may provide the teacher with insight into student learning andunderstanding. Examples of conversations that may be used for assessment includeinterviews; informal discussions; oral questions posed to the whole class or toindividuals; Socratic seminars; and student conferences.

ObservationsThe arts educator is a master at using observation to diagnose, monitor and summarizestudent learning. Because the arts involve “doing,” it is typical for students studying thearts to receive constant feedback and make refinements and adjustments according toobservations and feedback provided from peers, teachers and themselves. Observationsmay be of formal, prompted behaviors or informal, unprompted behaviors. Methods of

93

documenting observations for assessment include checklists, anecdotal records, matrices,and other written documentation.

PortfoliosPortfolios may contain many different types of documentation for what students knowand are able to do. Items in a portfolio may be teacher-selected, student-selected, or acombination of these.Teachers are encouraged to have their students create and maintain portfolios, which maycontain a combination of written, audio, or visual examples of their work. Students maymonitor their personal progress through the creation and ongoing use of a portfolio.Additionally, portfolios may be used across several grade levels or courses to showstudent progress and growth.

Appropriate assessment must be authentic and linked to learning targets that areidentified in the North Carolina Standard Course of Study. The assessment process isongoing, as part of the teaching and learning cycle, and should be used to diagnose,monitor, and summarize student learning.

For more information on classroom assessment, please see: Classroom Assessment:Linking Instruction and Assessment, available through NCDPI Publications(www.ncpublicschools.org).

Assessment Items in the Teacher Handbook

The assessment items contained in the Teacher Handbook were developed for teachers byteachers. You may access assessment items by grade span and by individual items withineach span. This database of assessment items may be added to as further items aredeveloped. Those interested in contributing assessment items to the Teacher Handbookshould contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855or [email protected].

The assessment items developed are organized in the following format: Title; GradeLevel or Course; Targeted Goals and Objectives from the 2000 North Carolina ArtsEducation Standard Course of Study and Grade Level Competencies, K-12; Link withOther Subject Areas; Type of Assessment; Type of Item; Alignment with the NC HighSchool Exit Exam; Assessment Item; Scoring Information; Teacher Notes, and OtherRelated Items. Some assessment items are linked to particular lesson plans. These itemsare noted in the table of contents and within the items themselves.

94

The assessment items are not designed to be used as a step-by-step “cookie cutter”approach to assessing objectives from the SCS, but rather as a starting point to helpteachers see how particular goals and objectives from the SCS may be assessed in theclassroom. Perhaps a teacher reading through one of the items may use the assessment asa place to begin with when designing his/her own assessments for students. AssessmentItems should be modified to meet the individual learning needs of students within theclassroom.

95

ELEMENTARY ASSESSMENT ITEMS

Submitted by Renee BaxterWake County Schools

Assessment Title:Artist Research Poster and Red Wolf Rendering Assessment

Grade Level or Course:Fifth Grade Visual Arts

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01- Use the imagination as a source for symbolic expression.3.04- Use variations to create interest in a composition.3.06- Recognize the validity of one’s feelings and impressions when solving visual

problems.4.01-Compare and contrast the works of various artists’ styles and cultures.5.01-Begin to recognize that art is the visual record of the history of mankind.5.04-Compare art of one culture to that of another culture or time.5.05- Recognize selected individual style characteristics of an artist.5.06- Compare and contrast selected major artists and artwork.6.01- Respond to questions relating to purpose and appropriateness of works including:

why do you think this artist painted this way or how do the materials the artist usedto help get across the idea of the artwork?

6.02- Critique artwork in relation to design principles: emphasis, movement, repetition,space, balance, value and unity.

96

Link with other subjects:Science 1.02-Determine thefunction of organismswithin the population of theecosystem: producers,consumers, anddecomposers.English 1.03- Increasereading and writingvocabulary through : widereading, word study, wordreference materials, contentarea study, writing processelements, writing as a tool,debate, discussions,seminars, examining theauthor’s craftGuidance 7.07-Demonstrate cooperativebehavior in-groups.

Type of Assessment:______ Diagnostic______ Monitoring__x___ Summative

(You may check more than one)

Type of Item:_____ Selected Response_____ Written Response__x__ Performance_____ Conversation_____ Observation

Assessment Item:A. Work together in pairs to create a research poster based on a artistB. Look at rubric for the product rendering of the artist reproduction.C. Look at the checklist for the research poster.

Scoring Information:A. Rubric for the product rendering of the artist reproduction (see attachment) Teacher

will evaluate this rubric.♦ Checklist for the research poster (teacher graded).♦ The teacher will assign two different grades for the two projects.

Note: students should be familiar with the rubric and have a copy of the checklist fromthe beginning of the project.

97

Teacher notes:Students should be familiar with the Red Wolves of North Carolina and use guidingpractices to aid them. Students should be familiar with most of the artists provided on thelist of artists to choose from. Students should be familiar with the use of colored pencils.Another option is to add to the checklist or to have students’ work to create the rubric.Teachers should create their own list of artists that would be appropriate for your class.

Other related items:A. As students are working in their cooperative pairs this would be a good time to use

the PAM process for constructive criticism (Praise, Ask Questions, MakeSuggestions)

B. Students could critique their posters and product together in groups.

ARTIST RESEARCH PAPER CHECKLIST

Your poster needs to have the following items included in it!

A. Your name.

B. The name of the artist, birth and death date, and time period they workedin.

C. What kind of artist were they?

D. What were some of their famous paintings?

E. Lastly, write a short paragraph and attach it to your poster about theartist.

BE CREATIVE, ADD ANY IMPORTANT DETAILS OR PICTURES!

98

RUBRIC FOR PRODUCT

Name____________________________Teacher__________________________Date_____________________________

Following Directions1-Student followed directions without teacher help2-Student followed directions with minimal teacher help3-Student needed help with directions

Rendering of Artist1-Student rendered a print with advanced skills2-Student rendered a print with proficient skills3-Student rendered a print with basic skills

Time Management1-Student used extremely proficient time management2-Student used time management3.Student did not use time management

Sketch1-Student completed a advanced template of a wolf2-Student completed a proficient template of a wolf3-Student completed a basic template of a wolf

Total Score_____________

99

Submitted by Melanie MessickWinston-Salem/Forsyth County Schools

Assessment Title:My Monkey in the Jungle- Henri Rousseau- French Exotic Landscape

Grade Level or Course:Second Grade Art

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Understand the process involved in using the media.2.02 Recognize specific media and processes3.05 Identify center of interest (emphasis) in a composition.4.03 Begin to recognize that an artist's background and experiences are important in

shaping an artist's work.6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.

Link with other subjects:Social Studies, Reading,Writing

Type of Assessment: Diagnostic X Monitoring X Summative


Type of Item:_____ Selected Response_____ Written Response___X_ Performance___X_ Conversation___X_ Observation

Assessment Item:The teacher will lead a group discussion to evaluate the students’ understanding of thelesson.For example: The teacher could ask students to compare student works to works byRousseau. How are they similar/different? What colors were used and why? What kinds of monkeys were created? Tell me about the monkey’s surroundings. What did they like most about the project? What would they change?

Student self-evaluation could also be written.

100

Scoring Information:Student progress and understanding could be evaluated by teacher observation andmonitoring as students are working. Individual conversations could also providefeedback and reinforcement of the goals of the lesson.

The final product or painting could also be used to determine if the goals and objectivesof the lessons were demonstrated effectively.

Other related items:A writing exercise or activity could be incorporated as a follow-up activity.For example, students could write a story about his or her monkey and describe theexperiences it might encounter while in the jungle.Students could also reflect about their work through journal writing

101

Submitted by Katherine S. HartmanWinston-Salem/Forsyth County Schools

Assessment Title:North Carolina Textured Landscape

Grade Level or Course:Fourth Grade

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:2.03 -Increase skills with familiar materials.2.04 - Demonstrate one's own thought and feelings visually, using sequential, visual

narrative.3.01 - Mix tints, shades and tones.3.02 - Differentiate horizontal, vertical, parallel, and diagonal lines.3.03 - Compare relative positions of objects in space through color intensity and value.4.03 - Enumerate characteristics of artist's work that distinguish it from others.6.03 - Critique artwork through the use of design principles: emphasis, movement,

repetition, space, balance, and value.

Link with other subjects:Social Studies - NCScience - land formations

Type of Assessment: __ Diagnostic X Monitoring X Summative(You may check more than one)

Type of Item:____ Selected Response____ Written Response__X_ Performance__X_ Conversation__X_ Observation

Assessment Item:A. The teacher will monitor throughout the lesson to see if each student has

accomplished the goals. The teacher will praise, suggest and ask questionsB. The students will self evaluate through verbal communication with the teacher.C. The students will write to describe the North Carolina region in their painting.D. The student will reflect in a personal journal.

102

Scoring Information:The students should:A. Know the difference in land forms for NCB. Be able to create three different textures - one for each ground and for the subjectC. Learn different brush strokesD. Be able to use tints and shades of colorE. Be able to use all the space effectively

Teacher notes:Students:A. Should have an understanding of painting techniqueB. Will nee to have completed a unit on North Carolina regionsC. Should be familiar with composition and the use of all space when creating artD. Check sheet for monitoring and summative evaluation:

used three different textures for ground all space was used tints and shades were used within each area subject matter is interesting used a variety of textures worked neatly with paint

Other related items:A. Look at Starry Night by Vincent Van Gogh. Discuss the style and direction of

textures. How does Van Gogh show movement? How can textures show movement?B. Show other fine art landscapes and use different styles of painting.C. After completing this assignment, students may expand it by writing about their

composition and describe the location.D. Student may reflect in a journal.E. You may also divide students into groups by region and discuss the land formation.

103

Submitted by Jacqueline CoyneWinston-Salem/Forsyth County Schools

Assessment Title:Tansai Sumi Painting

Grade Level or Course:Grade One

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Uses logical sequence to complete an activity.1.03 Develop fluency in use of symbols for visual expression.1.05 Carefully observe and examine the world around them.2.01 Become familiar with additional basic art media, techniques and processes which

may include: fibers - papermaking and paper weaving.2.03 Use various techniques to create visual effects using texture.3.01 Use variety of geometric and organic shapes in creating own work.3.04 Use a variety of techniques and imagery incorporating pattern and repetition.3.06 Create visual textures with basic drawing, sculpture and painting tools.4.02 Create, discuss and/or write simple stories about one's own artwork.5.01 Recognize that art from other times and cultures does not look the same.5.02 Recognize that artwork from many cultures can be made of material that the student

has experienced (wood, stone, paint, etc.).6.02 Begin to use one's mistakes as part of the creative process.

Link with other subjects:ScienceSocial Studies

Type of Assessment:_____ Diagnostic__x__ Monitoring__x__ Summative


Type of Item:_____ Selected Response__x__ Written Response_____ Performance__x__ Conversation__x__ Observation

104

Assessment Item:- Monitor the students and discuss their drawings and painting techniques, check the

structure of the subject and if the student has used the entire surface.- Students will write about their artwork or a story or poem that is about their artwork.- Discussion of work: What have you learned? What have you enjoyed doing most?

What did you discover about Japanese artists? What did you learn about drawingtheir subject? What are your subject and environment?

Scoring Information:- Composition should fill entire space- Students should be able to control paint, to create lines of different widths, and to

outline accurately- Students should have control of watercolor and have kept their colors clean and not

muddy- Students should be familiar with the terms, Sumi-e and Tansai Sumi- Student's written work should relate directly to their artwork either explaining or

enhancing the meaning or understanding of their completed artwork.

Teacher Notes:Use evaluation criteria when monitoring students' work as you monitor each lesson. Youmay need to re-teach different aspects of a lesson on an individual basis and re-evaluate.

Other related items:The teacher may try to teach students to write Haiku poems as their written portion of thelesson.

Middle School Assessment Items (None provided at this time)

105

Submitted by Sally DaileyCumberland County Schools

Assessment Title:Japanese Watercolors

Grade Level or Course:High School Visual Arts I

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Devise and use strategies for imagining and implementing images.1.03 Create multiple solutions in problem solving and discuss that some solutions are

better than others.1.04 Recognize and discuss that concepts and images from a variety of sources can be

used to create original art.1.05 Show how ideas develop and evolve over a period of time.2.01 Explore and discuss unique properties and potential of art materials.2.02 Demonstrate techniques and processes for working with each art material.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times and places.

Link with other subjects:Social Studies; Asian Art

Type of Assessment:_____ Diagnostic__x__ Monitoring_____ Summative(You may check more than one)

Type of Item:____ Selected Response__x_ Written Response_____Performance_____Conversation__x__ Observation

Alignment with NC High School Exit Exam: (check domain and write objective number(s)__x___ Communication__x___ Processing______ Information______ Problem Solving______ Using Numbers and Data

106

Assessment Item:Japanese Watercolor Rubric(see below)

Scoring Information:Students can be given points to equal 100 for each level. For Example, 25 possible pointsfor each bulleted item on the rubric. The teacher may give additional time for studentswho wish to improve their grades.

Teacher notes:Students should have drawing experience with natural objects and some experience withwatercolor techniques. The teacher should also provide samples of Japanese/Asian Art.

Other related items:Japanese Water color Brush Stroke ChartJapanese music as background is soothing during practice

107

Rubric for Japanese Watercolor

Self-Evaluation/Teacher Evaluation

4 HOKUSAI

F. Simplified brushstrokesG. Excellent techniquesH. Great compositionI. Natural likeness

3 ADVANCED ARTIST

J. Near simple brushstrokesK. Good techniquesL. Good compositionM. Somewhat natural likeness

2 INTERMEDIATE ARTIST

N. Complicated brushstrokesO. Fair techniquesP. Fair compositionQ. Little natural likeness

1 BEGINNER ARTIST

R. Brushstrokes not evidentS. Poor techniquesT. Poor compositionU. No natural likeness

Circle the level you have reached.

Name_______________________________________

108

Submitted by Jeannette StevensonWake County Schools

Assessment Title:Emotion Mask

Grade Level or Course:Grades 9-12 Visual Arts I

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.02 Plan and organizing for creating art.1.03 Create multiple solutions in problem solving and discuss that some solutions are

better than others.2.01 Demonstrate techniques and processes for working with art materials.2.05 Demonstrate the safe and responsible use of tools and materials.3.01 Recognize, apply, and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply, and evaluate the principles of design used in a composition.3.05 Use critical thought and analysis in the problem-solving process.4.01 Demonstrate the use of life surroundings and personal experiences to express ideasand feelings visually.5.01 Know that the visual arts have a history, purpose, and function in all cultures.5.02 Identify specific works of art as belonging to particular cultures, times, and places.5.03 Compare relationships of works of art to one another in terms of history, aesthetics,and cultural/ethnic groups.5.05 Describe universal themes that exist in art throughout history.6.06 Critique artwork through the use of: proper vocabulary, art elements and designprinciples, meaning, feeling, mood and ideas, oral and written expression.6.08 Accept and offer constructive criticism.

Link with other subjects:None provided

Type of Assessment:_____ Diagnostic_____ Monitoring__x__ Summative(You may check more than one)

Type of Item:_____ Selected Response__x__ Written Response__x__ Performance_____ Conversation_____ Observation

109

Alignment with NC High School Exit Exam: (check domain and write objective number(s)__x__ Communication 2, 3__x___ Processing Information 12__x__ Problem Solving 15_____ Using Numbers and Data

Scoring Information:You assess how well the student filled out the questions on this form at the bottom in theevaluation form category. The various parts are then added together to get the total for thestudents project grade.

Teacher notes:Students need to create a project of emotion masks to be able to complete this assessment.

Teachers you may modify the questions on this assessment to assess other studentprojects.

110

Artist EvaluationName________________________________ Class _________________________This is your opportunity to write about your artwork. You must answer all of thequestions thoughtfully and descriptively

1- Describe your piece. What emotion are you trying to express or evoke in theviewer? How did you achieve this? (Discuss your color choices, facialexpressions, additions like horns, teeth, etc.)

2- What 5 elements of art did you use? Describe specifically how you used each ofthem.

a-

b-

c-

d-

e-

3- What did you learn from this assignment?

4- What was the hardest part of this project? What was the easiest?

5- What did you like or dislike about this project? How would you change theproject? If not why?

6- Grade yourself in the following areas on a scale of 1-20, 1=poor & 20=excellent

Project Grade based on Student Teacher

Creativity/Originality _Did you follow directions _Craftsmanship/Presentation _Evaluation form _Total project grade

111

Submitted by Terri HesterWinston-Salem/Forsyth County Schools

Assessment Title:Color Scheme Design


Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.02 Devise and use strategies for imagining and implementing images.1.03 Create multiple solutions in problem solving and discuss that some solutions are

better than others.1.07 Use the vocabulary of art in written and oral form.2.02 Demonstrate techniques and processes for working with each art material.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of

artwork.3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Use intuitive perception to solve problems.3.04 Use experimentation to solve problems.3.05 Use critical thought and analysis in the problem-solving process.5.02 Identify specific works of art as belonging to particular cultures, times and places.5.03 Compare relationships of works of art to one another in terms of history, aesthetics,

and cultural/ethnic groups.5.04 Describe the existence of art movements, periods, and styles.5.06 Recognize and discuss that cultures have different aesthetics and each individual is a

product of his or her culture.6.01 Describe the various purposes for creating works of visual art.6.03 Accept other’s work and ideas as unique expression of themselves.6.04 Explain why what is not understood is sometimes devalued.6.05 Explain how the constructive role of failure is often a part of the creative process.

112

6.06 Critique artwork through the use of: proper vocabulary, art elements and designprinciples, meaning, feeling, mood and ideas, oral and written expression.

6.08 Accept and offer constructive criticism.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.

Link with other subjects:Mathematics - Geometry

Type of Assessment:_____ Diagnostic_____ Monitoring__X__ Summative(You may check more than one)

Type of Item:_____ Selected Response_____ Written Response_____ Performance__X__ Conversation__X__ Observation


__X__ Communication: 7__X__ Processing Information: 9__X__ Problem Solving: 16__X__ Using Numbers and Data: 23

Assessment Item:Rate yourself on the following scale:Did you select, create and use geometric shapes in your drawing? (1-10 points)Did you leave 1/4 inch or less space between the shapes? (1-10 points)Does your artwork show that you used the specified color schemes? Analogous (1-20 points) Complimentary (1-20 points) Monochromatic (1-20 points)Did you apply chalk correctly and in even amounts on your paper? (1-10 points)Are the colors in the shapes where you intended them to be (neatness)? (1-10 points)

Scoring Information:See rubric below.

Teacher notes:None

Other related:None

113

Color Scheme Design Rubric

4 (100-93) 3 (92-85) 2 (84-77) 1 (76-70)1. The artwork consists of

only geometric shapes.The artwork mostlyconsists of geometricshapes.

The artwork is at leasthalf comprised ofgeometric shapes.

The artwork has fewgeometric shapes.

2. Shapes consistently fittogether leaving 1/4" orless between shapes.

Most shapes fit togetherleaving 1/4" or lessbetween shapes.

At least half the paper isfilled with shapes that fittogether.

Few shapes fit together.

3. Analogous,complimentary andmonochromatic colorsare consistently usedsymmetrically in thedesign.

Analogous,complimentary andmonochromatic colorsare mostly usedsymmetrically in thedesign.

Analogous,complimentary andmonochromatic colorsare used on at least halfof the design.

Does not showsymmetrical colordesign.

4. Consistently used chalkcorrectly and evenly.

Mostly used chalkcorrectly and evenly.

Used chalk correctly onat least half the design.

Used chalk correctly onvery little of the design.

5. Consistently neat andcolors are bright andsmudge free.

Mostly neat with minorsmudges.

At least half the artworkis neat and smudge free.

Very little of theartwork is neat andsmudge free.

114

Submitted by Elizabeth M. W. BetsonWinston-Salem/Forsyth County Schools

Assessment Title:Expressive Self Portrait – Mixed Media

Grade Level or Course:Grades 10-12/ Visual Arts II

Targeted Goals and Objectives from the 2000 North Carolina Arts EducationStandard Course of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.04 Acquire concepts and images from a variety of sources to create original art.1.05 Show how ideas develop and involve over a period of time.1.06 Develop perceptual awareness through the use of all senses.1.07 Expand a working knowledge of the vocabulary of art.2.01 Continue to explore unique properties and potential of materials and media.2.03 Communicate and express ideas through a variety of materials and techniques.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of work.2.05 Demonstrate the safe and responsible use of tools and materials.3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.04 Demonstrate the value of experimentation in the problem-solving process.3.05 Demonstrate the value of critical thought and analysis in the problem-solving process.4.01 Use life surroundings and personal experiences to visually express ideas and feelings.4.03 Invent original and personal imagery to convey meaning and not relying on copying, tracing, patternsor duplicated materials.4.04 Research and demonstrate how artists develop a personal imagery and style.5.01 Know that the visual arts have a history, purpose and function in all cultures.5.03 Compare relationships of works of art to one another in terms of history, aesthetics and cultural/ethnicgroups.5.06 Recognize that cultures have different aesthetics and each individual is a product of his or her culture.6.01 Understand there are various purposes for creating works of visual art.6.02 Describe how people’s experience influences the developments of specific artworks.6.03 Accept other’s work and ideas as unique expression of themselves.6.06 Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning,feeling, mood and ideas, oral and written expression.6.07 Understand there are varied responses to specific artworks.6.08 Accept and offer constructive criticism.7.01 Identify connections, similarities and differences between the visual arts and other disciplines.7.02 Describe ways the art elements and design principles interrelate within all arts discipline.8.03 Discover that art provides an opportunity for lifelong learning.

115

Link with other subjects:

LiteratureHistoryCharacter Education

Type of Assessment:_____ Diagnostic_____ Monitoring__X__ Summative(You may check more than one)

Type of Item:_____ Selected Response_____ Written Response_____ Performance__X__ Conversation__X__ Observation


__X__ Communication - 1.3, 1.4__X__ Processing Information – 1.11__X__ Problem Solving – 1.15_____ Using Numbers and Data

Assessment Item:- Work individually to create an original work of art.- Review the rubric for expectation guidelines.- Participate in group discussions and critiques.- Each individual will be graded on their original artwork using the rubric.

Scoring Information:Individual Rubric (see attachment). Students will self-evaluate their own artwork.Teacher Rubric (see attachment).

Teacher notes:Students should be proficient with the art elements and principles of design. Studentsshould have a good understanding of different materials and media. Students shoulddemonstrate respect and care of art room materials.

Other related items:Optional follow up activities:A. During the class critique, students should accept and offer constructive criticism.B. Students may do a written expression of their interpretation of their artwork or that of

a peer.C. Display of student artwork for student accomplishment and recognition.

116

Name _________________________________________Teacher ___________________ Date ________________

Self-EvaluationSelf Portrait – Mixed Media

Advanced (4) Proficient (3) Improving (2) Needs Improvement(1)

Composition Artwork is executedwith excellent unity and

flow in design andcomposition.

Artwork is executed withgood unity and flow in

design and composition.

Artwork is executedwith minimum unity

and flow in design andcomposition.

Artwork has no unity andflow in design and

composition.

Expression Composition visuallyexpresses ideas and

feelings through the useof 4 art elements and/or

principles of design.

Composition visuallyexpresses ideas and

feelings through the useof 2 art elements and/or



feelings throughminimum use of the art

elements andprinciples of design.

Composition has little orno creative expression.

Artwork does not utilizethe art elements and/or


OriginalityArtist has executed

maximum originality toconvey meaning.

Artist has executed goodoriginality to convey

meaning.

Artist has executedminimum originality to

convey meaning.

Artist has shown littleoriginality without relying

on copying, tracing,patterns or duplicated

materials.

Care & Effort Artist has demonstratedmaximum care andeffort in creating

artwork and care ofmaterials.

Artist has demonstratedgood care and effort in

creating artwork and careof materials.

Artist hasdemonstrated

minimum care andeffort in creating


Little or no care and effortdemonstrated in work of

art.

Participation Artist has contributedgreatly to classdiscussion and

critiques.

Artist has contributed toclass discussion and

critiques.

Artist has contributedslightly to classdiscussion and

critiques.

Little or no participationin classroom discussion or

critique.

Composition ____ Expression ____ Originality ____ Care & Effort ____ Participation____

Average Score ___________(Average of totals for each component of the rubric)

117

Name ________________________________________Teacher ___________________ Date _______________

Teacher Rubric > Self Portrait – Mixed Media

Advanced (4) Proficient (3) Improving (2) NeedsImprovement

(1)Composition Artwork is executed

with excellent unityand flow in designand composition.

Artwork is executedwith good unity andflow in design and

composition.

Artwork is executedwith minimum unityand flow in designand composition.

Artwork has no unityand flow in designand composition.

Expression Composition visuallyexpresses ideas andfeelings through theuse of 4 art elementsand/or principles of

design.

Composition visuallyexpresses ideas andfeelings through theuse of 2 art elementsand/or principles of

design.


feelings throughminimum use of the

art elements andprinciples of design.

Composition haslittle or no creative

expression. Artworkdoes not utilize theart elements and/orprinciples of design.


maximum originalityto convey meaning.

Artist has executedgood originality toconvey meaning.

Artist has executedminimum originalityto convey meaning.

Artist has shownlittle originality

without relying oncopying, tracing,

patterns orduplicated materials.

Care & Effort Artist hasdemonstrated

maximum care andeffort in creating


Artist hasdemonstrated goodcare and effort in

creating artwork andcare of materials.




Little or no care andeffort demonstrated

in work of art.

Participation Artist hascontributed greatly toclass discussion and

critiques.

Artist hascontributed to class

discussion andcritiques.

Artist hascontributed slightlyto class discussion

and critiques.

Little or noparticipation in

classroom discussionor critique.

Composition ____ Expression ____ Originality ____ Care & Effort ____Participation ____


Teacher comments and suggestions:

118

Name ________________________________________Teacher ___________________ Date ______________

Teacher Rubric > Self Portrait – Mixed Media

Advanced (4) Proficient (3) Improving (2) NeedsImprovement

(1)Composition Artwork is executed

with excellent unityand flow in designand composition.

Artwork is executedwith good unity andflow in design and

composition.

Artwork is executedwith minimum unityand flow in designand composition.

Artwork has no unityand flow in designand composition.

Expression Composition visuallyexpresses ideas andfeelings through theuse of 4 art elementsand/or principles of

design.

Composition visuallyexpresses ideas andfeelings through theuse of 2 art elementsand/or principles of

design.


feelings throughminimum use of the

art elements andprinciples of design.

Composition haslittle or no creative

expression. Artworkdoes not utilize theart elements and/orprinciples of design.


maximum originalityto convey meaning.

Artist has executedgood originality toconvey meaning.

Artist has executedminimum originalityto convey meaning.

Artist has shownlittle originality

without relying oncopying, tracing,

patterns orduplicated materials.

Care & Effort Artist hasdemonstrated

maximum care andeffort in creating


Artist hasdemonstrated goodcare and effort in

creating artwork andcare of materials.




Little or no care andeffort demonstrated

in work of art.

Participation Artist hascontributed greatly toclass discussion and

critiques.

Artist hascontributed to class

discussion andcritiques.

Artist hascontributed slightlyto class discussion

and critiques.

Little or noparticipation in

classroom discussionor critique.

Composition ____ Expression ____ Originality ____ Care & Effort ____Participation ____


Teacher comments and suggestions:

119


Assessment Title:Technology as a Design Tool for Self-portraits

Grade Level and Course:Grade 11 - 12, Visual Arts IV

Targeted Goals and Objectives from 2000 North Carolina Arts Education StandardCourse of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.02 Develop strategies for imagining and implementing images.1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.1.04 Evaluate and refine concepts and images from a variety of sources to create original art.1.05 Show and evaluate how ideas develop and evolve over a period of time.1.06 Continue to develop perceptual awareness through sensory stimuli.2.01 Focus exploration on the unique properties and potential of materials and media.2.02 Refine techniques and processes for working with each material.2.03 Communicate and express ideas through a variety of materials and techniques.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Assess the value of intuitive perceptions in the problem-solving process.3.04 Assess the value of experimentation in the problem-solving process.3.05 Assess the value of critical thought and analysis in the problem-solving process.4.04 Explore, compare and assess how artists develop personal imagery and style.5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.7.04 Compare and synthesize characteristics of visual arts within a particular historical period or

style with ideas, issues or themes in other disciplines.

Link with other subjects: Type of Assessment: Type of Item:History __x_ Diagnostic ____ Selected ResponseEnglish __x_ Monitoring ____ Written ResponseChemistry __x_ Summative __x_ Performance

__x_ Conversation __x_ Observation

120

Alignment with NC High School Exit Exam: (Domain and Objective number)___ Communication___ Processing Information___ Problem Solving___ Using Numbers and Data

Assessment Item:Self-portraits on black paper

Scoring Information:Teacher input:1. In previous activities, you should have covered all elements and principles of design.2. In previous activities, you should discuss and have students analyze self-portraits

done in Art History such as VanGogh, Carivaggio, Manet, Rembrandt or in differentperiods.

3. In previous activities, you should have demonstrated techniques in using a grid forenlargement and accurate proportion purposes.

4. You should demonstrate modeling of three-dimensional objects using color pencilswith varying degrees of value.

121

Rubric for Technology as a Design Tool for Self-portraits

PerformanceElement

Exemplary/Superior 4

Commendable/Above Average 3

Acceptable/Average 2

Minimal/Below Average 1

Principles andElements ofDesign

Outstanding use ofcomposition,visually impliedtexture, accurateproportion, strongcontrast

Is able to useelements andprincipleseffectively

Elements andprinciples are notefficiently used incomposition

No manipulation ofelements andprinciples in thecomposition

Execution ofMedia

Outstanding use ofvariation in linequality and smoothtransitions of valuethrough cross-hatching

Evidence of somevariation in linequality andtransitions of valuethrough cross-hatching

Little evidence ofvariation in linequality andtransitions of valuethrough cross-hatching

No evidence ofvariation in linequality andtransitions of valuethrough cross-hatching

Originality Uniqueinterpretation ofself from point ofview. Shows focusof emphasis andvariations to createinterest in thecomposition.

Some variations inthe interpretation ofself with somefocus of emphasis.

Little variations inthe interpretation ofthe self-portrait.

No variation in theinterpretation of theself-portrait

Craftsmanship Meticulousattention toneatness

Work is fairly neatand clean

Little concern forneatness evident.Needed to takemore time and care.

Messy

122

Student Input:As you begin your self-portrait drawing, you need to use the grid to make a contour line

drawing lightly sketched. When completed, erase grid linesDuring this process, you need to use a variety of lines, thick and thin.Your face should be drawn accurately and in correct proportions to the computer-

generated image.You need to shade the objects using cross-hatching to create a three-dimensional effect.You may add other images to enhance your self-portrait.You need to use strong contrast in your drawing and in order to do so; you may want to

use light color pencils with a heavy application.You need to keep a journal of your self-reflection during this process. Write your feelings

and perhaps discoveries of yourself in it. It will not be graded but will count as aparticipation grade.

Other Related Items:Students may also use a self-assessment answering the following questions:1. Did you follow the steps in the lesson, if not what did you do that was different?2. What parts of your work do you like the most?3. What parts of your work could use improvement?4. The grade you feel you deserve ____.In addition, students should include a paragraph about what they learned about theprocess.

Another follow-up activity may include a character education lesson where the studentsalso write about the character traits that best exemplify themselves and why.Character traits are courage, respect, integrity, self-determination, perseverance, good-judgment, kindness, and responsibility.

123

Submitted by Sarah PriceNew Hanover County Schools

Assessment Title:Technology as a Design Tool for Abstract Artwork

Grade Level and Course:Grades 11-12, Visual Arts IV

Targeted Goals and Objectives from 2000 North Carolina Arts Education StandardCourse of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.02 Develop strategies for imagining and implementing images.1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.1.04 Evaluate and refine concepts and images from a variety of sources to create original art.1.05 Show and evaluate how ideas develop and evolve over a period of time.1.06 Continue to develop perceptual awareness through sensory stimuli.2.01 Focus exploration on the unique properties and potential of materials and media.2.02 Refine techniques and processes for working with each material.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Assess the value of intuitive perceptions in the problem-solving process.3.04 Assess the value of experimentation in the problem-solving process.3.05 Assess the value of critical thought and analysis in the problem-solving process.4.04 Explore, compare and assess how artists develop personal imagery and style.5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.

Link with other subjects: Type of Assessment: Type of Item:History __x_ Diagnostic ___ Selected ResponseEnglish __x_ Monitoring _x_ Written ResponseChemistry __x_ Summative _x_ Performance

_x_ Conversation _x_ Observation

Alignment with NC High School Exit Exam: (Domain and Objective number)

None provided

124

Assessment Item:Technology as a Design Tool for Abstract Artwork (Abstract Design ComputerGenerated)

Scoring Information:Student Input:As you begin your abstract design, you need to manipulate the image already taken tocreate an interesting composition. During this process, you need to use a variety of filterskeeping in mind the arts elements and principles of design. You need to show valuethrough objects using different degrees in color with the paintbrush or airbrush tool tocreate a three-dimensional effect. You may want flat surfaces of color achieved with themagic wand tool and paint bucket. You will use visually implied textures from thevarious filters as they relate to the surfaces, i.e. chrome, mosaic, glass, etc. You need touse strong contrast in your design and in order to do so, you may want to juxtapose lightcolored shapes next to dark colored shapes.

Teacher Notes:Students will need to have completed a unit on painting and technology use of AdobePhotoshop 5.0 to be able to complete this assessment.

Teacher input:1. In previous activities, you should have covered all art elements and principles of

design.2. In previous activities, you and your students should discuss and analyze Abstract 3. 3.

Expressionism and Contemporary Abstraction of the 20th century.3. In previous activities, you should have demonstrated how to use acrylic paint.4. You should demonstrate the process for reinforcement.

125

Rubric forTechnology as a Design Tool for Abstract Artwork

(Abstract Design Computer Generated)

PerformanceElement

Exemplary/Superior 4

Commendable/Above Average 3

Acceptable/Average 2

Minimal/Below Average 1

Principles andElements ofDesign

Outstanding use ofcomposition,visually impliedtexture, accurateproportion, strongcontrast

Is able to useelements andprincipleseffectively

Elements andprinciples are notefficiently used incomposition

No manipulation ofelements andprinciples in thecomposition

Execution ofMedia

Outstanding use ofvariation in linequality and smoothtransitions of valuethrough cross-hatching

Evidence of somevariation in linequality andtransitions of valuethrough cross-hatching

Little evidence ofvariation in linequality andtransitions of valuethrough cross-hatching

No evidence ofvariation in linequality andtransitions of valuethrough cross-hatching

Originality Uniqueinterpretation ofself from point ofview. Shows focusof emphasis andvariations to createinterest in thecomposition.

Some variations inthe interpretation ofself with somefocus of emphasis.

Little variations inthe interpretation ofthe self-portrait.

No variation in theinterpretation of theself-portrait

Craftsmanship Meticulousattention toneatness

Work is fairly neatand clean

Little concern forneatness evident.Needed to takemore time and care.

Messy

Other related items:The sequential follow-up activity would be to use the additional assessment of theparticular medium used in this assignment.

126

Submitted by Sarah PriceNew Hanover County Schools

Assessment Title:Technology as a Design Tool for Abstract Artwork (Painting)

Grade Level and Course:Grades 11-12, Visual Arts IV

Targeted Goals and Objectives from 2000 North Carolina Arts Education StandardCourse of Study and Grade Level Competencies, K-12:1.01 Plan and organize for creating art.1.02 Develop strategies for imagining and implementing images.1.03 Develop multiple solutions, discuss their quality, and apply to creative problem solving.1.04 Evaluate and refine concepts and images from a variety of sources to create original art.1.05 Show and evaluate how ideas develop and evolve over a period of time.1.06 Continue to develop perceptual awareness through sensory stimuli.2.01 Focus exploration on the unique properties and potential of materials and media.2.02 Refine techniques and processes for working with each material.2.04 Evaluate and select materials, techniques and processes to facilitate the creation of artwork.3.01 Recognize, apply and evaluate the use of elements of art in an aesthetic composition.3.02 Recognize, apply and evaluate the design principles used in composition.3.03 Assess the value of intuitive perceptions in the problem-solving process.3.04 Assess the value of experimentation in the problem-solving process.3.05 Assess the value of critical thought and analysis in the problem-solving process.4.04 Explore, compare and assess how artists develop personal imagery and style.5.04 Recognize, differentiate and evaluate the existence of art movements, periods, and styles.7.01 Identify connections, similarities and differences between the visual arts and other

disciplines.7.04 Compare and synthesize characteristics of visual arts within a particular historical period or

style with ideas, issues or themes in other disciplines.

Link with other subjects: Type of Assessment: Type of Item:History __x_ Diagnostic ____ Selected ResponseEnglish __x_ Monitoring __x_ Written ResponseChemistry __x_ Summative __x_ Performance

__x_ Conversation __x_ Observation

Alignment with NC High School Exit Exam:None provided

127

Assessment Item:Abstract Design PaintingTeacher Notes:Students will need to have completed a unit on painting and technology use of AdobePhotoshop 5.0 to be able to complete this assessment.

Teacher input:1. In previous activities, you should have covered all art elements and principles of

design.2. In previous activities, you and your students should discuss and analyze Abstract

Expressionism and Contemporary Abstraction of the 20th century.3. In previous activities, you should have demonstrated how to use acrylic paint.4. You should demonstrate the process for reinforcement.

128

Rubric forTechnology as a Design Tool for Abstract Artwork

(Painting)

PerformanceElement

Design Execution ofMedia

Originality Craftsmanship

Exemplary/Superior

(4 points)

Outstandingcomposition.Outstanding use ofcolor theory

Excellent use of colormixing theory in paintapplication.Excellent understanding ofacrylic painting technique.Appropriate use of differentbrushes.

Unusual rendering ofviewpoint that differsfrom the originaldesign.

Great attention to neatness.Accurate transfer ofsubject matter.Complete coverageof canvas.

Commendable/Above Average

(3 points)

Good composition.Good color theory

Good use of color mixingtheory in paint application.Good understanding ofacrylic painting techniques.Indication of more than onekind of brush used.

A very good renderingwith some variations inthe interpretation ofthe subject of design.

Some attention toneatness.Good transfer of subject matter.Most of the canvasis covered.

Acceptable/Average

(2 points)

Adequatecomposition.Some use of colortheory

Some evidence of colormixing theory with paintapplication.Shows some understandingof correct acrylic paintingtechniques.

Exact copy of originaldesign without anyvariation in therendering of thesubject.

Little concern for neatness.Inaccurate transferof subject matter.Canvas is poorly covered.

Minimal/Below Average

(1 point)

Poor composition.No evidence ofknowledge of colortheory

No execution of colormixing theory in paintapplication.No application of correctacrylic techniques visible.

Poor interpretation inrendering of originaldesign.

Work is messy.Poor transformation of subject matter.

TOTAL

Other related items:This rubric may be modified to use for other lessons in painting.

129

TIPS (None provided by teachers at this time)

RESOURCES• Print (None provided by teachers at this time)

• Web Resources

Winston Salem/Forsyth County Schools Art Sitehttp://wsfcs.k12.nc.us/Art site/HomepageArtSite'0.1.html

• Resources that Assist with or Demonstrate Curriculum Integration(None provided by teachers at this time)

arts education teachers handbook - · pdf filearts education teacher ... standard course of...

Documents