CMS WEEKLY LESSON STRUCTURES

TEACHER: Johnson SUBJECT: ART GRADE: HONORS 8th DATE: 03/27/2012

UNIT: Digital Acrimboldo Food Portraits
GPS Standard(s):
VA8MC1: Engages in the creative process to generate and visualize ideas.
VA8MC2: Identifies and works to solve problems through authentic engagement.
VA8MC3: Demonstrates how artists create and communicate meaning in artworks.
VA8MC4: Participates in aesthetic dialogue about his/her artwork and the artwork of others.
VA8CU1: Discovers how the creative process relates to Art History.
VA8AR1: Crits personal artworks and the artwork of others using both visual and verbal approaches.
VA8AR2: Reflects and expands the use of visual language throughout the artistic process.
VA8AR3: Plans and presents appropriate exhibitions of works of art.
VA8C1: Applies information from other disciplines to enhance the understanding and production of artworks.
VA8C2: Develops fluency in visual communication.
VA8PR1: Engages in art making with care and craftsmanship.
VA8PR2: Creates artwork reflecting a range of concepts, ideas, and subject matter.
VA8PR3: Produces an array of 2D and 3D artistic processes and techniques using a variety of skill sin a drawing to convey meaning and idea.
VA8PR5: Develops and maintains a portfolio of artworks.
Enduring Understandings: students will be able to identify the work of Acrimboldo as portraits made from smaller elements. Students will have a fundamental understanding of how to manipulate free digital software. Students will create their own Acrimboldo inspired food face.
UNIT ESSENTIAL QUESTION: Who is Acrimboldo? How can I manipulate digital technology to create artwork inspired by Acrimboldo?
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
LESSON EQ:
Who is Acrimboldo? What is Pixlr? / LESSON EQ:
How can I manipulate digital technology to create artwork inspired by Acrimboldo? / LESSON EQ:
How can I manipulate digital technology to create artwork inspired by Acrimboldo? / Hoops for Heart
Can use an extra day if needed. / CRCT Pep Ralley
ASSESSMENT:
Students sketch ideas for Acrimboldo project. Formative and Diagnostic. / ASSESSMENT:
Students begin using Pixlr to create digital food faces. Formative. / ASSESSMENT:
Students complete digital food faces and upload to the wiki. Summative.
WARM-UP & OPENING:
What is this portrait made of? What is your immediate response to this artwork? / WARM-UP & OPENING:
Write out the steps for saving using the online photo program, Pixlr. / WARM-UP & OPENING:
What has been the most challenging part of this project? What has been the least challenging? How did you overcome your challenges?
INSTR. STRATEGY
Intro to Acrimboldo and Acrimboldo’s style.
Intro to use of Pixlr
Students follow step by step directions for using Pixlr (shadowing)
Discussion of day’s expectations
Circulate and aid as needed. / INSTR. STRATEGY
Review of Acrimboldo and Pixlr
Demo how to manipulate key tools –and where to find help on digital wiki – for class
Discuss expectations of the day
Circulate and aid as students use Pixlr. / INSTR. STRATEGY
Review of Acrimboldo and Pixlr
Review how to manipulate key tools –and where to find help on digital wiki – for class
Demo how to upload completed work to the class wiki
Discuss expectations of the day
Circulate and aid as students use Pixlr and Wiki.
WORK SESSION:
2-3 students share their warm up responses.
Student response to Acrimboldo
Student’s sketch out ideas for Acrimboldo work
Students follow shadow teacher on Pixlr.
Students “play” with Pixlr to learn the interface. / WORK SESSION:
2-3 students share their warm up responses.
Students participate and question tools for Pixlr use
Students use Pixlr to create food faces. / WORK SESSION:
2-3 students share their warm up responses.
Students aid with the review of and question tools for Pixlr use.
Students view presentation about the wiki and how to upload to the wiki
Students continue to use Pixlr for food faces.
Students upload competed work to the wiki
Provide modified tools as needed. Provide a facial outline to those students as needed. Encourage peer mentorship and provide opportunities for one on one assistance. / Provide modified tools as needed. Provide a facial outline to those students as needed. Encourage peer mentorship and provide opportunities for one on one assistance. / Provide modified tools as needed. Provide a facial outline to those students as needed. Encourage peer mentorship and provide opportunities for one on one assistance.
CLOSING
Ticket out the door: share one fact about Acrimboldo. / CLOSING:
2-3 students share their final sketches with the class. / CLOSING:
Discuss the expectations for Art the week after Spring Break
RECOVERY
Students are to view the presentation –available on the art blog. The teacher will spend time in a mini-conference during class to aid the student in the project expectations. Any more studio time that is needed can be made up –at the request of student or teacher- before school. / Students are to view the presentation –available on the art blog. The teacher will spend time in a mini-conference during class to aid the student in the project expectations. Any more studio time that is needed can be made up –at the request of student or teacher- before school. / Students are to view the presentation –available on the art blog. The teacher will spend time in a mini-conference during class to aid the student in the project expectations. Any more studio time that is needed can be made up –at the request of student or teacher- before school.