Auburn Ellis, Art Teacher
Henry Ford Academy: Powerhouse High School
Unit Background
Theme: Learning Art Basics Through Modern Art
Grade 9
Art Basics: It is important for students to understand basic art terms when visiting any cultural institute. This unit is designed to further students understanding of the following basic art vocabulary: realistic, abstract, and non-objective artwork.
Goals:
1. To help students become more familiar with Chicago’s cultural resources
2. To introduce students to Art Institute-Chicago’s new Modern Wing
3. To give students a basic understanding of classifying fine art
4. To explore various methods of creating reproductions
Approach:
Students will gain a holistic understanding of basic art terms throughout the four lessons. Small presentations will be made at the end of the unit so those students have a sense of ownership with their work. The quiz is given so that students can express comprehension of the things that they have learned. By urging students to give direct participation, and holding them responsible for the information, they will have a clearer understanding of the concepts in the long run.
Assessment: 100 Points total for project
40: art basic worksheet/pulse-check
60: preliminary sketches (one of each genre)
50: museum packet
50: completed reproduction
Use this link to book your tour at the Art institute-Chicago at least two weeks prior to visit:
http://www.artic.edu/aic/education/tours/index.html
Unit Plan: Learning Art Basics through Modern Art
Lesson One
Grade 9
Materials Needed:
Subsequent worksheets
Pencil
Objectives
· Students will participate in dialogue introducing them to abstract, non-objective, and realistic art works
· Students will engage in discussion about 2 visuals from each genre
· Students will takes notes during lecture on key information
· Students will complete a review sheet at the end of the period (“pulse-check”)
Introduction:
Six visuals should be placed out for students to view, two from each genre (abstract, realistic, non-objective). Generate a discussion about the similarities and differences in the work.
Body
After the “art basic vocab” half-sheets are distributed, introduce each genre individually. Have students take notes on the following concepts:
Non-objective- key words: no object
Realistic-key word: real
Abstract-key concept: “different than it really looks”
Revisit the visuals connecting them to the “art basic vocab” half-sheet. Generate discussion about students’ feelings on the visuals and vocabulary
Closure:
Students will complete the “pulse-check” worksheet. Discussion follows to review answers. This worksheet introduces students to the Art Institute collection. Familiarize students with the titles and artist of the pieces (refer to my collection after lesson 3 & 4.)
Clean Up:
Turn in completed worksheets
Assessment: 20 points per completed sheet (40 total)
Name______period______
ART BASIC VOCABULARY
REALISTIC- a true and faithful to the portrayal of nature and people
KEY WORD:______
ABSTRACT- expressing a quality apart from the object
KEY CONCEPT:______
NON-OBJECTIVE- representing no natural object, figure or scene
KEY WORD: ______
Name______period______
ART BASIC VOCABULARY
REALISTIC- a true and faithful to the portrayal of nature and people
KEY WORD:______
ABSTRACT- expressing a quality apart from the object
KEY CONCEPT:______
NON-OBJECTIVE- representing no natural object, figure or scene
KEY WORD: ______
Name______Period______
PULSECHECK!
LABEL THE FOLLOWING DRAWINGS CORRECTLY
WHAT KIND OF ARTWORK AM I?
REALISTIC, ABTRACT, NON-OBJECTIVE
______
______
______
Unit Plan:
Grades 9: Learning Art Basics through Modern Art
Lesson Two: Drawing examples of each genre
Materials Needed:
Giant Post-its (for demo)
Pencils
Erasers
Heavy white paper
Objectives
· Students will participate in review of information from previous class period (abstract, realistic, non-objective
· Students (in two class periods) will create three drawings, one of each genre
Introduction:
Go into depth about pulse-check questions from last class period
After a review from the previous class period, instructor should do a drawing demonstration (preferably of all 3). Leave visuals out from previous lesson and encourage students to sketch from those if they need to. Give students an opportunity to ask questions.
Body:
Students will return to their seats and complete at least one drawing prior to the end of the class period. No color is necessary.
Closure:
After ensuring that craftsmanship and color are complete Give students an opportunity to present their examples to the class, explaining each example.
Clean Up:
Students will turn in 3 drawings
Each student is responsible for clean-up of their own area/materials
Assessment: 20 point per completed sketch (60 total)
Unit Plan: Learning Art basics through Modern Art
Lesson Three-Art Institute of Chicago Visit
Grade 9
Materials Needed:
Sketchbooks
Pencils
Subsequent worksheets
Objectives
· Students will complete a worksheet concerning museum rules
· Students will participate in a brief review of the genres of art
· Students will travel to the Art Institute and complete museum packet
· Students will engage in museum tour
Introduction:
Complete the Museum Quiz prior to departure. Also distribute the packet to be completed during the tour, so that students are clear on the expectations. Each student should receive a sketchbook, pencil and subsequent packet upon arrival to the museum.
Body:
Trip to the Art Institute-Chicago
See tour outline on subsequent pages for more details
Motley: gallery 263
Picasso: gallery 298
Giocommetti: Gallery 389
Closure:
Turn in completed tour packets
Clean Up:
N/A
Assessment : 50 points for completed packet
MUSEUM QUIZ
Based on the material we reviewed in class, take this quiz to prepare you for the visit.
Fill in the blanks
1.Respect the museum’s other visitors. Use a ______voice
when sharing ideas or passing through the lobby.
2.Don’t______the artwork, walls, or display cases ! Explore with your eyes and imagination and help us preserve art for future generations.
3. No ______are allowed in the museum because
they may brush up against a piece of artwork
4.No ______, ______, ______, ______is allowed IN THE MUSEUM.
5. ______, and ______, if you are using them- must be kept away from art objects, walls, and pedestals. Have students bring notebooks or folders as writing surfaces. Heed signs that indicate that writing and drawing are not permitted in certain areas of the museum.
6.______or ______as you write, but please don’t lounge on the floor.
TOUR OUTLINE:
REALISTIC
Archibald John Motley, Jr.
Nightlife, 1943
Gallery 263: View enlargement- (click to view)
In gallery 263 you will find several other 3-D and 2-D works to refer to that are realistic. Students may spread out and spend time sketching and writing
Other works:
Richmond Barthe The Boxer
Horace Pippin Cabin in the Cotton
NON-OBJECTIVE
Jackson Pollock
Greyed Rainbow, 1953
Gallery 289B: View enlargement: (click to view)
In gallery 289 you will find several other 3-D and 2-D works to refer to that are non-objective. Students may spread out and spend time sketching and writing
Other works:
Willem de Kooning: Excavation
John Chamberlain: Toy
ABSTRACT
Alberto Giacometti
Tall Figure, 1947
Gallery 398B: View enlargement
In gallery 289 you will find several other 3-D and 2-D works to refer to that are abstract. Students may spread out and spend time sketching and writing
Other works:
Jean Dubuffet: Supervielle, Large Banner Portrait &
The Grand Arab (He Only Has Sand)
TOUR PACKET
ABSTRACT
TAKE NOTES ON THE TOUR
SPEND TIME SKETCHING AND WRITING ABOUT SEVERAL PIECES
ARTIST TITLE YEAR
1
2
3
CIRCLE YOUR FAVORITE PIECE
PICK YOUR FAVORITE AND ANSWER THE FOLLOWING
DESCRIBE WHAT YOU SEE
WHAT KIND OF ARTWORK IS IT?
(3-D, 2,-D, SCULPTURE, PAINTING, COLLAGE)
DESCRIBE THE “STORY” TOLD BY THE ARTWORK?
DESCRIBE TWO ELEMENTS OF ART YOU SEE
(COLOR, TEXTURE, DEPTH, FIGURES, LINE, SPACE)
IF YOU WERE THE ARTIST, WHAT WOULD YOU DO DIFFERENTLY?
EXAMINE IT CAREFULLY FROM UP CLOSE AND FAR AWAY TO SEE IF IT CHANGES.
DO A SKETCH ON THE BACK AS DETAILED AS POSSIBLE
NON-OBJECTIVE
TAKE NOTES ON THE TOUR
SPEND TIME SKETCHING AND WRITING ABOUT SEVERAL PIECES
ARTIST TITLE YEAR
1
2
3
CIRCLE YOUR FAVORITE PIECE
PICK YOUR FAVORITE AND ANSWER THE FOLLOWING
DESCRIBE WHAT YOU SEE
WHAT KIND OF ARTWORK IS IT?
(3-D, 2,-D, SCULPTURE, PAINTING, COLLAGE)
DESCRIBE THE “STORY” TOLD BY THE ARTWORK?
DESCRIBE TWO ELEMENTS OF ART YOU SEE
(COLOR, TEXTURE, DEPTH, FIGURES, LINE, SPACE)
IF YOU WERE THE ARTIST, WHAT WOULD YOU DO DIFFERENTLY?
EXAMINE IT CAREFULLY FROM UP CLOSE AND FAR AWAY TO SEE IF IT CHANGES.
DO A SKETCH ON THE BACK AS DETAILED AS POSSIBLE
REALISTIC
TAKE NOTES ON THE TOUR
SPEND TIME SKETCHING AND WRITING ABOUT SEVERAL PIECES
ARTIST TITLE YEAR
1
2
3
CIRCLE YOUR FAVORITE PIECE
PICK YOUR FAVORITE AND ANSWER THE FOLLOWING
DESCRIBE WHAT YOU SEE
WHAT KIND OF ARTWORK IS IT?
(3-D, 2,-D, SCULPTURE, PAINTING, COLLAGE)
DESCRIBE THE “STORY” TOLD BY THE ARTWORK?
DESCRIBE TWO ELEMENTS OF ART YOU SEE
(COLOR, TEXTURE, DEPTH, FIGURES, LINE, SPACE)
IF YOU WERE THE ARTIST, WHAT WOULD YOU DO DIFFERENTLY?
EXAMINE IT CAREFULLY FROM UP CLOSE AND FAR AWAY TO SEE IF IT CHANGES.
DO A SKETCH ON THE BACK AS DETAILED AS POSSIBLE
Unit Plan: Learning Art Basics through Modern Art
Lesson Four-AIC Inspired Student Work
Grade 9
Materials Needed:
Sketches from museum visit
Packet from museum visit
Tempera paint
Brushes
Heavy white paper
Colored pencils
Subsequent pictures from “my collections”
Pencils
Objectives
· Students will review key concepts
· Students will participate in review of their museum packet
· Students will create artwork based on their favorite piece seen on visit (reproduction) in 2-3 class periods
Introduction:
Generate a discussion about student experiences at the museum.
Give them an opportunity to discuss their packets and the different artworks.
Body:
Complete a demonstration by starting sketches of a reproduction of “their favorite piece overall”. Provide photocopies of pieces for them to refer to as they work. After sketches are completed, give students the opportunity to chose a medium to complete the reproduction in (colored pencil or tempera)
Closure:
Encourage students to pay close attention to details/color as they work. Give students the opportunity to chose a medium to complete the reproduction in (colored pencil or tempera).
Clean Up:
Each Student is responsible for clean-up of their own area
Assessment: 50 total for completed project