Learning Activities/Facts/Information

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.1(L4) Apply acquired knowledge and skills to the creative
problem solving process. (Demonstrate proficiencies with materials and
techniques: line, color, gray scale.)
Assessment (before, during, after):
Before:
1.  Students will do a pre-drawing of their shoe strictly from memory.
2.  Students will identify a light source and shadow in a simple drawing.
3.  Students will identify what they know about color theory and fill in a color wheel based on their prior knowledge.
During:
1.  Using their shoe as a still-life object, students will make a contour line drawing that focuses on scale and proportion of the shoe as well as attention to detail. Introduce and demonstrate new vocabulary of line weight and line quality by showing examples and guided practice.
2.  Students will demonstrate knowledge of light and shadow, as well as various shading techniques.
3.  Students will create their own color wheel and value chart.
After:
1.  Students will create a final piece using their shoe and a classmate’s shoe, paying close attention to detail and making effective use of line quality.
2.  Students will demonstrate advanced knowledge of lights and shadow for a complex composition or object.

Learning Activities/Facts/Information:

1.  a. Pre-assessment: Students will draw a shoe from memory.
b. Contour line shoe drawing: Students will use their own shoe as the basis for a line drawing.
c. Shoe collage composition: Students will use their shoe as well as a classmate’s shoe to create a final piece that demonstrates good composition and attention to line quality.
2.  a. Blending/rendering: Students will study light sources by drawing a still life of geometric shapes.
b. Hatching/Crosshatching: Students will create a grid enlargement drawing in which they transfer a small drawing onto a larger scale using a three by three grid and shade the final piece using a hatching/crosshatching technique.
c. Stippling/Pointillism: Selecting their own image students will create a landscape drawing demonstrating stippling or pointillism and be introduced to the art of Seurat.
d. Scribble/Scumbling: Students will create a composition of a still life based on organic shapes and subject matter.
3.  a. Students will create a color wheel, value chart, and a chart demonstrating different color families, such as cool/warm, complimentary, monochromatic and analogous.
b. Students choose one color family to use for their final painting, with an explanation for why they are using those colors. /

Resources:

Shoes, pencil, paper, permanent marker, watercolors, acrylics, pastels, charcoal
New Vocabulary: line quality, line weight, composition, collage, positive/negative space, scale, proportion, gray scale, value, shading, blending, gradation, lights and darks, light source, stippling/pointillism, hatching/crosshatching, blending/rendering, scribble/scumbling, primary colors, secondary colors, tertiary, tint, shade, hue, warm colors, cool colors, color theory, complimentary, analogous, monochromatic

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.1(L4) Apply acquired knowledge and skills to the
creative problem solving process. (Experiment with materials and
techniques: 2D.)
Assessment (before, during, after):
Before:
Discuss: How can you make a drawing look 3D on a piece of paper? Next, introduce vocabulary concepts, processes and artists, including value, contrast, light source, reflection, and shadow. Pre-draw: Have the students shade three circles to turn them into spheres according to the light source by using their knowledge of shading techniques. Last, students will create a value chart from light to dark with at least eight different values.
During:
Students will create a drawing/painting of a still life (graphite, charcoal, watercolor, collage, etc.), using their knowledge of shadows, reflection, and light source to make a realistic drawing with many values.
After:
Students will critique the artwork. Everyone is expected to participate, speak intelligently about the artwork, and use vocabulary words while discussing. The critiquing will be followed with a quiz on vocabulary and the differences between values and light source.

Learning Activities/Facts/Information:

1.  Shade spheres, cones, and cylinders according to light sources.
2.  Artists to introduce: Janet Fish, Peter Plamondon, Lyndal Bass, and other contemporary still life artists.
3.  Create a piece of work demonstrating knowledge of light and shadow to create a realistic piece with many values. /

Resources:

http://www.mkisdraw3d.com
www.contemporary-still-life.com
http://www.incredibleart.org/lessons/high/kenshading.htm
http://www.incredibleart.org/files/david-charcoal.htm
New Vocabulary: value, contrast, light source, reflection, shadow

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.1(L4) Apply acquired knowledge and skills to the
creative problem solving process. (Experiment with materials and
techniques: 3D.)
Assessment (before, during, after):
Before:
Introduce vocabulary, concepts, and processes of ceramics (listed in the vocabulary section on the next page). Then, observe the work of ceramic artists and prior student work while demonstrating techniques and processes for the test tiles project. Quiz students on the vocabulary, materials, and processes.
During:
·  Students will produce nine 2” x 2” test tiles to experiment with glaze and color mixing.
·  Students will use a slabbing machine to produce 3/8” thick slab, cut the tiles, and label them on the backside.
·  Discuss dry methods and workability of ceramics.
·  Once clay is bone dry, bisque fire, cool, and apply glazes to test tile. Fire.
·  Make and apply tile to demo boards.
·  Label glaze types, colors, and combinations of colors on board.
After:
Students will critique the final ceramic tiles using vocabulary and art concepts. Students will explain the techniques, color combinations, and quality of opacity/transparency on the tiles. Finally, students will reflect on the qualities of their own demonstration board.

Learning Activities/Facts/Information:

1.  Demonstrate slabbing, squaring, and measurement.
2.  Demonstrate drying, workability, and firing.
3.  Demonstrate glazing. /

Resources:

Clay tools, kiln, glazes, brushes, rulers, squares, backer board, adhesive, rollers or slabbing machine
New Vocabulary: terracotta, stoneware, porcelain, glaze, bisque fire, leather hard, bone dry, wax resist, slab, hand-build, coil building, throwing, score, slip, smooth, kneading, kiln, cone

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.1(L4) Apply acquired knowledge and skills to the
creative problem solving process. (Experiment with materials and
techniques: Digital Media.)
Assessment (before, during, after):
Before:
Students will shoot a series of photos using basic camera functions to show knowledge of camera features. Following this activity, introduce vocabulary and concepts. Then demonstrate the process for shooting, loading, and editing photos.
During:
Students will create a series of photographs that demonstrate artistic merit, originality, and proficiency of the photographic process. Introduce influential artwork and artists of photography.
After:
Students will critique their work and create a portfolio to showcase their best pieces.

Learning Activities/Facts/Information:

1.  Students will create a photo series that demonstrates artistic merit as well as proper use of basic camera functions: close up, portrait, landscape, action, and low light.
2.  Students will create a photo collage made from a photo series which focuses on a found letter alphabet. For this collage, each photo represents a letter of the alphabet and is made by an object in its natural environment.
3.  Students will create a photo essay that focuses on a topic of their choice such as friends, family, community, or literature, which successfully combines elements of photography, journalism, storytelling, and graphic design. /

Resources:

Digital camera, memory card, card reader, photo editing software
New Vocabulary: contrast, digital camera, download, upload, resolution, JPEG, USB, editing, manipulation, pixel/megapixel, red eye, focus, sharpness, focus, depth of field, lens, zoom, memory card/SD card, card reader, exposure, rule of thirds

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.2(L4) Intentionally use art materials and tools when applying
techniques and skills to communicate ideas.
Assessment (before, during, after):
Before:
Discuss: What is important to you? What is going on in your community (community can be classroom, school, town, state, and even country)? What are you passionate about? What do you strongly dislike? After the discussion, students will select two topics and list three images that could represent each topic. Next, discuss how focal point, size, contrast, color choice, lines, and placement, can all change the level of importance; additionally, color theory and color choice can represent varying moods or emotions. Finally, show a few images to discuss the message and how the level of importance is displayed.
During:
Introduce artists and artwork (For example, Diego Rivera, George Segal, Francisco Goya, Barbra Kruger, Faith Ringold, Elizabeth Catlett, Frida Kahlo, and Leon Golub). Students will create a piece of artwork that portrays a meaningful message. This piece of artwork will display knowledge of hierarchy of importance through organization, size, and focal point. Students will compose an essay on their topic to discuss why the topic is important to them, the history behind the topic, why they chose the images they included, and how they conveyed their message.
After:
Students will critique the artwork. All students are expected to participate, share their artwork, and use art vocabulary to intelligently talk the artwork. In addition, students should note the organization of the images, the techniques chosen to heighten the meaning of the subject, and the artist’s stance on the subject. (If a student’s topic is too personal to talk about in front of the class, they may write a paper on their topic).

Learning Activities/Facts/Information:

1.  Discuss meaningful topics for students such as current events and personal agendas.
2.  Show artwork and discuss how the artists portrayed their stance on each topic.
3.  Students will create artwork based on current events, meaningful or personal events, political, or historical events. The projects should display knowledge of size, organization, color, and focal point to convey personal stances on the issues.
4.  Students will compose an essay on their topic about why the topic is important to them, the history behind the topic, why they chose the images they included, and how they conveyed their message. The essay must use good sentence structure, vocabulary, and format. /

Resources:

Sample artwork to discuss techniques
New Vocabulary: focal point, balance, rhythm, repetition, contrast, color theory

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.3(L4) Demonstrate understanding of organizational principles
and methods to solve specific visual arts problems.
Assessment (before, during, after):
Before:
Students have already completed a unit identifying the elements and principles of art. Students will complete a pre-assessment through a sketching/modeling activity. Students should identify elements and principles intuitively incorporated into the drawings and models.
During:
Prior to executing the finished project, students should brainstorm possible concepts to create. For the project, students should consciously identify elements and principles incorporated into their sketches/models in order to select the “strongest” concept.
After:
The teacher will review concepts used to assess the quality of ideas and use these concepts to evaluate the application of the elements and principles. Using these concepts, students will critique the artwork of their peers.

Learning Activities/Facts/Information:

1.  Unit covering elements and principles of art should be completed prior to sketching/ modeling activity described here.
2.  Pre-assessment sketching activity should identify any areas of weakness. The teacher will address these areas through instruction and structured practice.
3.  Sketches/models can be used to reinforce how the elements and principles operate in all works of art.
4.  Strength of works should be assessed and reflected upon using specific elements and principles. /

Resources:

Potential resources could include: sketchbooks, drawing media, oil clay, cardboard, hot glue, knives
New Vocabulary: thumbnails, model sketching, mock-ups
Elements: line, shape, color, form, texture
Value/ Principles: unity and variety, rhythm and repetition, pattern, movement, emphasis, contrast, balance

Fine Arts

Assessment/Activity Worksheet

LEVEL: / Four (High School)
Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.4(L4) Exhibit, present, and publish quality works of art.
Assessment (before, during, after):
Before:
Discuss: What does professional artwork look like? Where is it displayed for public viewing and how is it arranged? How can student work be displayed in a similar way?
During:
Students will visit an art museum or exhibit. Students will consider how the artwork is arranged and how their artwork could be displayed in a similar way, as well as noting the differences between 2D and 3D displays.
After:
Students will create and produce a student art show and/or submit their artwork to competitions.

Learning Activities/Facts/Information:

1.  Students will visit a museum or exhibit to see how professional artwork is properly displayed. While at the museum, students will perform a scavenger hunt to track down examples of art from different periods, styles, genres, or medium.
2.  Students will create, prepare, and submit artwork to local, regional, or national competitions. Students will research venues in their community in which they can display their artwork.
3.  Students will prepare artwork, set up displays, and handle marketing/promotions for a student exhibit. /

Resources:

Matte boards, display boards
New Vocabulary: display, installation, focal point, space, visual arrangement, eye level

Fine Arts

Assessment/Activity Worksheet