Ralph C. Mahar Regional

Standards-Based Weekly Lesson Plan

Teacher: Helen MillerSubject/Grade:Art 2D – High School

Aaron Douglas Social Issue Painting

This week we will begin the Aaron Douglas style painting. Student will either choose a current social issue that is important to them or a story from their life to illustrate in a painting in the style of Aaron Douglas. Students will read a background article about Aaron Douglas and the Harlem Renaissance. We will view his work in a PowerPoint and discuss the characteristics and subjects of his work. Students will begin by sketching out ideas for their painting. We will also be covering tints and shades of color, drawing proportional figures in silhouette and painting neatly.

Aaron Douglas Style Painting – Introduction and Sketching

Massachusetts State Standard(s) Addressed:

1.9Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools

2.12 Apply knowledge of color theory to a project focusing on the use of complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface

2.13Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others

2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems

2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood

3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space

3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations

3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas.

5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary

5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work

6.8 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events

Visual Arts Core Corse Objectives Grades 9-12

CCO 22 – Students demonstrate knowledge of the elements and principles of design

CCO 25 – Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary.

CCO 27 - Students demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.

Enduring Understanding

  • Artist use art as a way to express what is important to them.

Intended Learning Outcomes: Students will be able to

  • identify and discuss the work of Aaron Douglas using appropriate vocabulary and speaking about the work in appropriate cultural and art historical context. \
  • create a composition which depicts either a social issue or a story from the students life, in the style of Aaron Douglas, using the co-centric circles to highlight a focal point.

Assessments/Evidence of Student Mastery/Products:

  • participation during class discussion
  • daily on task points

Student Learning Activities:

  • Students will view the work of Aaron Douglas and discuss the composition, content and cultural context of his work.
  • Students will begin brainstorming and sketching ideas for a painting either about a social issue or a story about their life.

Resources (Materials/Texts/Visuals/Technology):

  • Aaron Douglas powerpoint
  • paper
  • pencils

Aaron Douglas Style Painting – Human figure laid out in basic shapes/ tints and shades

Massachusetts State Standard(s) Addressed:

1.9Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools

2.12 Apply knowledge of color theory to a project focusing on the use of complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface

2.13Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others

2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems

2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood

3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space

3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations

3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas.

5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary

5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work

6.8 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events

Visual Arts Core Corse Objectives Grades 9-12

CCO 22 – Students demonstrate knowledge of the elements and principles of design

CCO 25 – Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary.

CCO 27 - Students demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.

Enduring Understanding

  • Artist use art as a way to express what is important to them.

Intended Learning Outcomes: Students will be able to

  • students will be able to draw a silhouette of a human figure in correct proportions
  • students will be able to mix tints and shades of colors
  • students will be able to discuss color theory using correct vocabulary

Assessments/Evidence of Student Mastery/Products:

  • participation during class discussion and demonstration
  • daily on task points

Student Learning Activities:

  • Students will view a demonstration on how to lay out a proportional figure using basic shapes
  • students will view a demonstration on how to mix tints and shades of a color.
  • students will practice the two skills above.
  • Students will continue brainstorming and sketching ideas for a painting either about a social issue or a story about their life.

Resources (Materials/Texts/Visuals/Technology):

  • paper
  • pencils
  • paint brushes
  • tempera paint

Aaron Douglas Style Painting – Painting about social issue

Massachusetts State Standard(s) Addressed:

1.9Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools

2.12 Apply knowledge of color theory to a project focusing on the use of complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface

2.13Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others

2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems

2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood

3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space

3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations

3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas.

5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary

5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work

6.8 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events

Visual Arts Core Corse Objectives Grades 9-12

CCO 22 – Students demonstrate knowledge of the elements and principles of design

CCO 23 - Students demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques

CCO 25 – Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary.

CCO 27 - Students demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.

Enduring Understanding

  • Artist use art as a way to express what is important to them.

Intended Learning Outcomes: Students will be able to

  • students will be able to create a painting which effectively conveys a social issues in a narrative fashion in the style of Aaron Douglas.
  • define concentric circles
  • discuss the life and work of Aaron Douglas

Assessments/Evidence of Student Mastery/Products:

  • participation during class discussion and demonstration
  • daily on task points

Student Learning Activities:

  • Students will view a demonstration on how to lay out a proportional figure using basic shapes
  • students will view a demonstration on how to mix tints and shades of a color.
  • students will practice the two skills above.
  • Students will continue brainstorming and sketching ideas for a painting either about a social issue or a story about their life.

Resources (Materials/Texts/Visuals/Technology):

  • paper
  • pencils
  • paint brushes
  • tempera paint