Painting Level II – High School

Week 1Unit of Study: IntroductionFirst Grading Period

TEKS Level II (Content)
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 3 A
  • 3 B analyze specific characteristics of artworks in various cultures.
/ TEKS Level II (Skills and Processes)
  • 1 C
  • 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
painting
visual arts
medium
vehicle
solvent / Exploring Painting
Chapter 1–Painting is Communication
  • Lesson - Painting is communication
  • Lesson - Painting and careers in art
  • Lesson – Something About The Paints We Use
  • Lesson – A look back
Optional Resources:
Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Internet Links:
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
  • guide students as they examine a variety of paintings
  • question students as they explore career opportunities
  • model the art criticism process
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/
  1. What is meant by "painting is a universal language"?
  2. What sets an artwork apart from other objects?
  3. How is painting a continuing influence in our lives?
  4. What are the steps for critiquing an artwork? Explain each step.
  5. What types of drawings would you include in a sketchbook? A journal?
  6. What specific objects did you decide to include in your design? Explain.
/
  • Understand that painting is a form of communication.
  • Develop a painting vocabulary.
  • Examine and explore art career opportunities.
  • Use description, analysis, interpretation, and evaluation to critique artworks.
  • Understand the importance and the differences of sketchbooks and journals.
  • Develop a cover design for their personal journal.
/
  • Discussions
  • Graphic Organizers
  • Compare and Contrast
  • Teacher Questions
  • Written Critiques
  • Brainstorming
  • Project Design
  • Research

Assessment
Students demonstrate understanding of painting through classroom discussion.
Students will complete a graphic organizer that compares and contrast a variety of painting styles.
Students will distinguish the subject, composition and content in a work of art using proper art vocabulary.
Students will demonstrate understanding of the art criticism process by critiquing an artwork in writing.
Students evaluate their cover design and dream illustration by writing a self evaluation using the art criticism format.
Before:Why can painting be called visual communication?
Have students study the painting by Pauline Eaton.
During: Check for Understanding
Have students use the art criticism process to critique the painting.
After:Evaluate
Have students answer the question in a short paragraph.
Technology Connection

Sketchbook
Draw several of your favorite objects that you might like to include in a painting. Study the objects carefully as you draw, noticing how light suggests the objects' texture and form.
Portfolio
Design a book cover for a favorite story or piece of writing. Think about illustrated books that you have read.
Special Education / Exploring Painting
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students use pre- printed questions to critique the painting.
Have students answer orally.


Painting Level II – High School

Week 2Unit of Study: Working With ColorFirst Grading Period

TEKS Level II (Content)
  • 1 A
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 3 B analyze specific characteristics of artworks in various cultures.
  • 4 A
/ TEKS Level II (Skills and Processes)
  • 2 A
  • 2 C select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
color
color wheel
tints
shades
value / Exploring Painting
Chapter 2 -Working with Color
  • Lesson – Color Theory
  • Lesson – The Color Wheel
  • Lesson – Warm and Cool Colors
  • Lesson – Tints and Shades
  • Lesson – Value Contrast
  • Studio Lesson – Color and Mood
Optional Resources:
Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Internet Links:
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
  • facilitate tools and materials needed for painting
  • guide students as they explore color theory
  • question students about their choice of color
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/
  1. What is the difference between color, hue, tint, and shade?
  2. What color scheme could you choose in order to attract attention?
  3. How did the change of color scheme impact the viewers' perception of the subject?
  4. Did your choice of colors convey the emotion that you intended?
/
  • Understand qualities and characteristics of color and color mixing as they examine a variety of artworks and experiment with color mixing.
  • Identify and select color schemes in their environment and the emotional impact on the viewer.
  • Create a painting whose colors convey a selected mood.
  • Use description, analysis, interpretation, and evaluation to critique artworks.
/
  • Discussions
  • Graphic Organizers
  • Compare and Contrast
  • Teacher Questions
  • Written Critiques
  • Brainstorming
  • Project Design
  • Research

Assessment
Students demonstrate understanding of color theory through classroom discussions and written critiques.
Students will complete the exercises presented in the text and compare and contrast the different media.
Students will complete a rubric to evaluate their drawings.
Students will complete a written self evaluation using the art criticism process.
Before:What is a color family?
Have students study the student work on page 22.
During: Check for Understanding
Have students answer the questions about the painting.
After:Evaluate
Have students design a color scheme for a room in their home.
Technology Connection
Use a paint program and create a design using basic shapes. Using the fill option, create a variety of color schemes using the composition. Name the designs appropriately.
Sketchbook
Sketch a landscape or still life that you would like to paint. Write notes on and around your sketch to help you remember the colors of the original subject. Even if you use colored pencils and markers for color reference, you may want to record slight color variations in your notes.
Special Education / Exploring Painting
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students create and label color charts and keep them for future reference.

Painting Level II – High School

Week 3Unit of Study: Elements and Principles of DesignFirst Grading Period

TEKS Level II (Content)
  • 1 A interpret visual parallels between structures of natural and human-made environments.
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.
/ TEKS Level II (Skills and Processes)
  • 2 B apply design skills in creating practical applications, clarifying presentations, and defining choices made by consumers.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
line
shape
space
value
texture
unity
balance
pattern
movement
rhythm / Exploring Painting
Chapter 3–Elements and Principles of Design
  • Lesson – Line, Shape, Space
  • Lesson – Surface Qualities of Color, Value and Texture
  • Lesson – Unity, Balance, Contrast
  • Lesson – Pattern, Movement and Rhythm
  • Studio Lesson – Mixed-Media Collage
Optional Resources:
Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Internet Links:
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
  • question students as they examine a variety of artworks
  • question students as they explore the elements and principles of design in their environment
  • guide students as they select an old master's painting
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/
  1. Where do you see contrast in the spaces around you?
  2. How did you create a center of interest?
  3. Which element of art is predominant in your design?
  4. How did you control the viewers' eye movement?
/
  • Identify and describe the elements and principles of design in a variety of paintings.
  • Create a mixed-media collage that emphasizes a principle of design and give a verbal presentation to the class.
  • Use description, analysis, interpretation, and evaluation to critique artworks
/
  • Discussions
  • Graphic Organizers
  • Compare and Contrast
  • Teacher Questions
  • Written Critiques
  • Brainstorming
  • Project Design
  • Research

Assessment
Students demonstrate understanding of the elements and principles of design through classroom discussions and graphic organizers.
Students will complete an original mixed-media collage.
Students will complete a rubric to evaluate their drawings.
Students will complete a written self evaluation using the art criticism process.
Before:Can you include all the elements and principles of design in one painting?
Have students select an old master's painting.
During: Check for Understanding
Have students examine the painting and create a list of the elements and principles of design noting where and how they are used in the painting.
After:Evaluate
Have students present their findings to the class.
Technology Connection
Sketchbook
Make a sketch of your completed collage with pencil. Use light and dark values to show textures and contrasts. How does changing the medium of your artwork change its meaning?
Special Education / Exploring Painting
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students use a concept map to analyze a painting.

Painting Level II – High School

Week 4Unit of Study: Planning and OrganizingFirst Grading Period

TEKS Level II (Content)
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 3 B analyze specific characteristics of artworks in various cultures.
  • 4 A select and critique artworks in progress, making decisions about future directions in personal work.
  • 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.
/ TEKS Level II (Skills and Processes)
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 2 A formulate multiple solutions to expand personal themes that demonstrate intent.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
viewfinder
thumbnail sketch
cropped
composition
emphasis
focal point / Exploring Painting
Chapter 4 –The Search For Ideas
  • Lesson – What to Paint
  • Lesson – Traditional Subjects
  • Lesson – Changing your point of View
  • Lesson - Choosing a Style
Chapter 5 –Planning and Organizing
  • Lesson – Sketches and Working Drawings
  • Lesson – Analyzing a Painting
Optional Resources:
Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Internet Links:
Reading/Writing and the Visual Arts:Research and Correlations
ProjectRubric / The teacher will use resources and Before, During, and After strategies to:
  • demonstrate the use of thumbnail sketches and viewfinders
  • guide students as they analyze a variety of artworks
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/
  1. Why should we use thumbnail sketches instead of actual size sketches?
  2. How does the viewfinder change your perspective?
  3. How do you think the artist plan their composition?
  4. When planning a painting, why should you determine which element or principle of design to use?
  5. Which thumbnail sketch illustrates a dynamic composition? Why?
  6. What did you change in your final drawing? Why?
/
  • Understand the benefits of the use of thumbnail sketches in the planning stages of design.
  • Construct and use a viewfinder in order to isolate and focus on segments of their environment in their search of ideas for their artwork.
  • Analyze compositional qualities in original artworks and their own personal art.
  • Improve the composition of their paintings by using the elements and principles of design.
  • Develop a still life composition using a viewfinder and thumbnail sketches
  • Use description, analysis, interpretation, and evaluation to critique artworks.
/
  • Discussions
  • Graphic Organizers
  • Compare and Contrast
  • Teacher Questions
  • Written Critiques
  • Brainstorming
  • Project Design
  • Research

Assessment
Students demonstrate understanding of the need for thumbnail sketches through classroom discussions.
Students construct a personal viewfinder.
Students complete a still life drawing based on one of their thumbnail sketch.
Students will participate in a class critique to discuss finished artworks.
Students analyze and evaluate personal artwork in a written self evaluation and an evaluation rubric.
Before:What is compositional quality in a painting?
Have students examine the three paintings on page 45.
During: Check for Understanding
Have students compare and contrast the paintings noting the use of the elements of design.
After:Evaluate
Have students present their findings in a short paragraph.
Technology Connection
Sketchbook
Set up a still life at home that consists of personal items. Use your viewfinder and create four thumbnail sketches.
Special Education / Exploring Painting
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students respond orally.

Painting Level II – High School

Week 5Unit of Study:Media and Techniques - TemperaFirst Grading Period

TEKS Level II (Content)
  • 3 A study a selected historical period or style of art
  • 4 B select and critique original artworks, portfolios, and exhibitions by peers or others.
/ TEKS Level II (Skills and Processes)
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 2 A formulate multiple solutions to expand personal themes that demonstrate intent.
  • 2 C select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
tempera
transparent
opaque
value / Exploring Painting
Chapter 6 –Tempera
  • Lesson – Painting surfaces, tools and equipment
  • Lesson – Ways to work
  • Studio Lesson 8 – Tempera painting collage
Optional Resources:
Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Internet Links:
Mary Cassatt artwork
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
  • question students as they analyze a variety of artworks that use temperaas a medium
  • guide students as they explore tempera as an expressive medium
  • facilitate tools and material needed for tempera painting
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/
  1. How are the painting techniques different?
  2. Which type of paper accepted the tempera best?
  3. Is it better to use tempera opaquely or translucent?
  4. Which of your paintings was most successful? Why?
/
  • Compare and contrast renaissance and twentieth century tempera paintings.
  • Experiment with a variety of brushes and types of paper to gain proficiency in tempera painting.
  • Create a series of small paintings that demonstrate the opaque and translucency of tempers paints.
  • Use description, analysis, interpretation, and evaluation to critique artworks.
/
  • Discussions
  • Graphic Organizers
  • Compare and Contrast
  • Teacher Questions
  • Written Critiques
  • Brainstorming
  • Project Design

Assessment
Students demonstrate understanding of tempera characteristics through classroom discussion and art critiques.
Students will complete a series of paintings using tempera.
Students will complete a written self evaluation of their artwork using the art criticism process
Before:How does color convey emotion?
Have students study the painting of Madonna and Child by Fra Filippo Lippi, on page 54, and the pastel by Mary Cassatt on page 152.
During: Check for Understanding
Have students use a graphic organizer to compare and contrast the use of color, line, light and shadow, and perspective used in each one.
After:Evaluate
Have students describe how each artist conveys the emotional relationship between mother and child.
Technology Connection
Students should research the egg-tempera technique.
Special Education / Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students use large handled paint brushes and large pieces of paper.

Painting Level II – High School

Week 6Unit of Study:Media and Techniques - TemperaFirst Grading Period

TEKS Level II (Content)
  • 1 B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.
  • 3 A study a selected historical period or style of art.
/ TEKS Level II (Skills and Processes)
  • 2 A formulate multiple solutions to expand personal themes that demonstrate intent.
  • 2 C select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, photography/filmmaking, and electronic media-generated art.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
tempera
style
value
impressionism
pointillist
dry brush / Exploring Painting
Chapter 6 –Tempera
  • Lesson – Demonstration/Tempera Painting
  • Lesson – Looking and Learning: a Gallery of Tempera Painting
  • Studio Lesson 7 – Bedroom Painting
  • Studio Lesson 9 – Painting using Dots
Optional Resources:
Large Reproductions
Overhead Transparencies
Slides
Video/DVD
Internet Links:
Impressionism– History and Games
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and Afterstrategies to:
  • question students as they examine a variety of artworks
  • guide students as they prepare their design and select color values
  • demonstrate impressionistic and pointillist painting techniques
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/
  1. How has tempera painting changed throughout the ages?
  2. How did the change of value affect the overall mood of your painting?
  3. Why did you select this particular style of painting?
  4. How can you improve on your painting?
/
  • Identify and describe impressionistic and pointiest styles of painting.
  • Create a tempera painting using light and middle values.
  • Create a tempera painting based on impressionistic or pointillist style of painting.
  • Use description, analysis, interpretation, and evaluation to critique personal artworks.
/
  • Discussions
  • Graphic Organizers
  • Compare and Contrast
  • Teacher Questions
  • Written Critiques
  • Brainstorming
  • Project Design

Assessment
Students demonstrate understanding of pointillist and impressionistic styles of painting through classroom discussion.
Students will complete a tempera painting that illustrates value.
Students will complete a tempera painting that demonstrates a pointillist or impressionistic style of painting.
Students will evaluate their original artwork using the art criticism process in writing.
Before: Christina 's World
Have students study the painting by Andrew Wyeth on page 60.
During: Check for Understanding
Have students use the reporter's formula to formulate ideas about the painting.
After:Evaluate
Have students discuss the change of mood in the painting if the house and barn were left out of the painting.
Technology Connection
Special Education / Exploring Painting Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students answer questions orally.
Have students use reproduction of the master paintings as inspiration for their work.

Painting Level II – High School