Unit Name: Elements and Principles of Design DAY 2 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives (Use Bloom’s Taxonomy with labels):

• TSW memorize the elements of art. • TSW identify the use of the elements in art history and how they convey meaning. • TSW create his or her own composition using line to convey meaning. • TSW be evaluated on identification of vocabulary terms and use of line in a sketchbook assignment.

*Technology Required: Active Board to reference elements in art history *Special Accommodations: All 504 and IEPS will be implemented. Elements of Design graphic organizer.

• TSW have the Elements of Design Graphic Organizer provided in advanced. • TSW have access to the teacher’s powerpoints and notes.

Materials Needed: TSW need: (1) piece of 9 x 12” tag board per student (1) pencil Focus Activity/Anticipatory Set: (5 min) (Logical/Mathematical) TTW guide the students in developing a “What We Know About the Elements of Art” Chart. All facts will be added to the chart, even if they are not correct. TTW prompt students to identify what they see in the pictures seen below. Q: What types of line do you see? Q: What different types of shapes do you see?

Direct Teaching: (15min) (spatial/visual) TTW give a brief overview of all of the elements art using the active board to reference art history examples of each element presented in a PowerPoint. TTW outline each element and provide visual examples: color, form, line, shape, space, texture, and value. TTW explain that each element has subcategories and the class will spend the next 2 weeks learning each element. TTW continually question students throughout to ensure he/she has a complete understanding of what is being presented. TTW handout the Elements of Design graphic organizer. (This first powerpoint is a simple introduction. As the class works through each element individually the PowerPoint’s will contain more detail, art history, and sample pictures.)

Line A line is a path that a point takes through

space. Lines can be thick, thin, dotted or solid. They can make straight movements, zig-zags, waves or curls.

They may be horizontal

vertical

diagonal

Q: What types of emotion can line convey? Q: What types of line can we see in the room around us?

Shape Shape is created when a line becomes

connected and encloses space. It is the outline or outward appearance of something. Shapes are 2 Dimensional (2-D) which means there are 2 ways they can be measured.

You can measure its HEIGHT and its WIDTH.

There are two basic types of shape.

Q: What are the two types of shape and how are they used in a composition? Q: Why would you use an organic shape to draw a landscape?

Value In order to have a successful drawing, you will

need to show a full value range, which means that there are very light areas, middle tones, and very dark areas. This is a way of giving a work of art Contrast.

In drawing value can be added several ways:

Q: What does value do to enhance an image? Q: what is the difference between a highlight and a shadow?

Space Space is basically divided into 3 parts: Foreground,

Middle Ground and Background Generally, the background area is considered to be the

upper 1/3 of the picture plane. The middle ground area is considered to be the middle 1/3 of the picture plane. The foreground area is considered to be the lower 1/3 of the picture plane.

Q: Why do objects closer to you appear to be bigger? Q: How you can draw and object to appear in front of a different object?

Q: How many elements of art are there? Q: Are all elements of art always used in every piece of artwork? Q: Have you ever noticed these elements without realizing what they were? Check for Understanding (5 Min): TSW complete a worksheet in which he/she writes a description of each element based on an image shown for each question. TSW check his/her paper with a neighbor. Q: How does color contribute to the somber tone in this image? Q: What element is used to create the look of three dimensions in this image?

Modeling (5min) : (spatial/visual) TTW demonstrate different types of line students can make by drawing on a large sheet of paper taped to the wall. Types of line include: hatching, cross hatching, gestural, vertical, horizontal, zigzag, curved, organic, and line weight. TTW describe each as she draws. TSW will take notes in his/her sketch journal.

Guided Practice (8 min): (Body-Kinesthetic) TTW instruct students to gather drawing materials and begin practicing drawing different kinds of lines that she calls out. TSW have to opportunity to stand in order to create more gestural expressive lines.

(Right side of handout will be obscured when copies are made. This is the key)

Q: What does a lightly sketched line suggest? Q: Why would an artist vary line quality? Independent Practice (5 mins): (intrapersonal, linguistic) Q: TSW sketch in his/her art journal an expressive non-representation image expressing an emotion of his/her choice using only line. TSW write a descriptive paragraph explaining why he/she used certain lines and how they convey meaning. Closure (2 minutes) : (Mathematical/Interpersonal) TTW return to the “What we know about the Elements of Art” chart to add and modify original answers to ensure everything on the chart is correct. Evaluations: TTW will use techniques throughout the lesson to promote critical thinking. Formative: TSW create a color wheel and be able to identify vocabulary. Summative: TSW design a final project using the elements and principles of art to convey meaning in a piece of art.

Unit Name: Elements and Principles of Design DAY 3 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives

• TSW memorize line, texture, and value vocabulary. • TSW identify how these elements are used in an art history context. • TSW create his or her own value scale. • TSW be evaluated on the correct identification of element vocabulary and the completion of his/her own

properly illustrated value scale.

*Technology Required: Active Board for focus activity *Special Accommodations: All 504 and IEPS will be implemented.

• When the student is completing his/her own value scale independently, TTW direct student in breaking up steps into smaller more achievable steps.

• For the non-native speaker working on the value scale, TTW have an additional handout in which each step is illustrated along with text in his/her native language.

Materials Needed:

• (1) piece of tag board per student • (1) set of drawing pencils per student • (1) eraser per student. •

Focus Activity/Anticipatory Set: (2 min) (linguistic, spatial, bodily kinesthetic) .TSW enter the classroom and immediately sit down to begin focus activity. TSW draw an object placed in the center of each table. TTW use line techniques learned the previous day and label each technique used accordingly. Q: How did your object affect what types of lines you used? Q: What do you think could help your image appear more three-dimensional?

Direct Teaching: (10min) (spatial/visual) (linguistic) TTW define and show examples of texture and value in art. TTW have in person examples of previous student artwork to see how these elements are being used. TTW define terms while having students take notes and practice making different types of texture marks in his/her sketch journal. Q: What is texture? Q: What is the definition of tactile and visual regarding texture?

Check for Understanding (2 Min): (Interpersonal) TSW- Turn to a neighbor to share what they learned about texture. TSW share his/her sketched notes of different types of texture and double-check his/her notes. TSW have the opportunity to practice additional texture if he/she finishes value scale later on in lesson. Textures can very depending on the available material and will be addressed within the context of a project if needed.

Modeling (2min) : (spatial/visual) TTW demonstrate how to create a value scale using a graphite pencil. Additional premade examples will be hung on the whiteboard. TTW use this time to give a visual representation of vocabulary terms presented earlier as she draws. TSW gather around her at a central table to watch. TSW gather drawing materials, which will have previously been set out on adjacent table as he/she returns to his/her seat after demonstration. Q: What happens when you push harder on your pencil while drawing? Q: How would you make a highlight appear brighter? Independent Practice (25 mins): (visual, kinesthetic, inter or intra personal) Q: TSW work to create his/her own value scale. TSW have the option to add additional texture practice on opposite side of his/her paper if he/she finishes value scale early. TTW rotate through the room giving tips and feedback on student progress. Q: The degree of lightness or darkness in a work of art is referred to as what? Q: What techniques can be used to blend values? Closure (5 minutes): TSW return materials to appropriate labeled bins. TSW draw a small simple picture on a post it note using the elements he/she has learned so far. TSW stick his/her anonymous image on the door as he/she leaves as his/her exist ticket. Evaluations: TTW check the value scale and corresponding vocabulary for correctness and return graded assignment with feedback to student. Formative:

• TSW create a value scale that demonstrates craftsmanship and appropriate labeled values

• TSW practice using each element in his/her sketchbook throughout the unit. • TSW be graded on a large-scale project once all elements are covered.

Summative: TSW design a final project using the elements and principles of art to convey meaning in a piece of art.

Unit Name: Elements and Principles of Design DAY 4 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives

• TSW memorize shape, form, and space vocabulary. • TSW identify how these elements are used to illustrate three dimensional form. • TSW create a piece of artwork to illustrate understanding of shape and space. • TSW be evaluated on the correct identification of these elements in the form of a foldable.

*Technology Required: Active Board for PowerPoint *Special Accommodations: All 504 and IEPS will be implemented.

• Struggling- TSW have Shape, Form, Space Graphic Organizer already filled out and access to teacher PowerPoint.

• Advanced- TSW will add additional examples of shape, form, and space to his/her graphic organizer. Materials Needed:

• 1 pieced of colored paper per student • 1 piece of 6 x 6 black construction paper • Markers • Scissors • Sketchbook

Focus Activity/Anticipatory Set: (2 min) (spatial visual) (intrapersonal) TSW enter the classroom and immediately sit down to begin focus activity. TSW sketch in his or her sketch-book using the prompt “draw the last thing you ate”. Directions will be placed on the board encouraging students to think about line, value, and texture while sketching. Q: How did you make lighter parts of the image stand out? Q: How did you decide what angle to draw your meal from?

Direct Teaching: (15min) (spatial/visual) (mathematical) TTW will distribute materials needed to create a three flap graphic organizer. TTW lead students in completing the organizer as she introducing shape, form, and space using a power point presentation that includes definitions and

art history examples. TSW follow along in completing organizer. Q: How does shape differ from form? Q: How can you make an object appear to be in front of another object? Q: What is the difference between positive and negative space Q: What types of shapes can you see in this classroom?

Q: How can shape convey whether something is man made or found in nature? Q: What shapes are found in the painting by Dali?

Q: How is form used to imply weight of an object? Q: How is form different from shape?

Q: How can you tell if something is positive or negative space? Q: How does M.C. Escher use space to create optical illusions in his work?

Check for Understanding (2 Min): (Intrarpersonal) TSW test themselves using his/her foldable organizer to see if they can remember what form, shape, and space are based. If he/she gets all elements correct he/she gives a thumbs up!

Modeling (2min) : (spatial/visual) TTW demonstrate how to create a positive-negative paper cut image with black and colored construction paper. TTW explain that the student must cut out either abstract or organic shapes on the outside edge in order to have the mirror imaged. TSW gather around the central meeting space to observe closer. On the way back to his/her seat he/she will pick up one piece of black and one piece of colored paper. Scissors will be at his/her desk already. Q: What elements of design are being used for this mini project, explain? Q: Why do we cut on the edges of the black paper and not the center? Guided Practice (5) (Interpersonal) TTW actively be assisting and checking for understanding as student begin his/her project. Q: How does the color of your paper influence the objects you chose to draw? Q: What kinds of cutting techniques are working for you? What isn’t working?

Independent Practice (25 mins): (visual, kinesthetic, inter or intra personal) TSW work to create his/her own positive-negative paper cut. The steps for this project include:

1. Draw closed shapes on edges of smaller black paper 2. Carefully cut out these shapes and keep track of small pieces 3. Glue down intact black paper to center of colored paper 4. Glue down corresponding cut out shapes and make sure pieces are perfectly mirroring each other

Q: How does reversing positive and negative space affect the shape? Q: How would you make this project look more three-dimensional? Closure (5 minutes): TSW place completed project on teacher’s desk and clean up materials. TSW write in his/her art journal a prediction of what we will learn next class period.

Evaluations: TTW check the value scale and corresponding vocabulary for correctness and return graded assignment with feedback to student. Formative:

• TSW create a foldable demonstrating definition and examples of elements • TSW practice using each element in his/her sketchbook throughout the unit. • TSW be graded on a large-scale project once all elements are covered.

Summative: TSW design a final project using the elements and principles of art to convey meaning in a piece of art.

Unit Name: Elements and Principles of Design DAY 5 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives

• TSW memorize primary and secondary colors. • TSW identify color schemes in works of art. • TSW explain how color can convey meaning. • TSW be evaluated on the correct definitions and understanding of color theory on a handout.

*Technology Required: Active Board for focus activity and PowerPoint *Special Accommodations: All 504 and IEPS will be implemented.

• TSW have more time to complete the All About Color handout assignment. • TSW be allowed to move to a quiet corner of the room to complete All About Color handout.

Materials Needed: TTW need

• Red, blue, yellow acrylic paint • Cardstock paper (for demonstration) • “All About Color” handout • Tape • Colored Construction Paper

Focus Activity/Anticipatory Set: (5 min) (musical) https://www.youtube.com/watch?v=fph81KVY6f8 “The Advanced Colors Song” TTW play this video from active board. TSW list three new words or terms he/she hears. Q: What was one piece of information you learned from this video? Q: How could you determine if a color was primary or secondary?

Direct Teaching: (10min) (spatial/visual) (linguistic) TTW will show a power point describing introductory color theory and cover terms such as: primary, secondary, tint, shade, hue, analogous, and tertiary. TSW take notes in his/her sketch journal. Q: What meanings can color convey? Q: What does it mean when colors are harmonious?

Q: Why are yellow, red, and blue depicted largest on this color wheel? Q: What is a secondary color?

Q: What color would you use to describe heat? Why? Q: What color is usually used to describe something sad? Why?

Q: How is a tertiary color created? Q: Give an example of a tertiary color?

Q: Are analogous colors always warm, cool, or can they be both? Q: Does anybody have analogous colors in their outfit? Explain.

Q: How is a tint created? Q: What is the difference between a tone and a shade?

Q: What types of emotion does the color orange convey to you? Q: Can a color convey different types of emotions? Check for Understanding (2 Min): (Interpersonal) TSW- Turn to his her neighbor and identify what color scheme is created between his/her shirt and there’s. Q: Why did you pick that shirt to go with those shorts? (regarding color) Modeling (2min) : (spatial/visual) TSW gather around central gathering space to observe teacher. TTW demonstrate using acrylic paint how mixing colors works in person. TTW start with the primary colors and mix them together to create the secondary colors. Q: What happens when you mix all of the colors in theory? Q: What happens when you mix primary and secondary colors? Guided Practice (8 min): (Body-Kinesthetic, Interpersonal) (TTW) distribute construction paper to the students and have them tape their sheet of paper to their shirt. The students will stand in the front of the classroom and as the teacher calls out color vocabulary schemes, students will rearrange themselves depending on their assigned colors. Independent Practice (25 mins): (visual, inter or intra personal, linguistic) TSW choose to work either alone or with a partner. TSW complete the following worksheet and may choose to use exclusively words or a combination of colored pencils and words to complete this assessment.

Q: How does somebody create a darker shade with acrylic paint? Q: What type of emotional does cool colors generally evoke? Closure (5 minutes): (musical, linguistic, intrapersonal) TSW turn in “All About Color” handout. TSW either write in his/her sketchbook or perform an additional 4 line verse to add to the Color Song he/she listened to at the beginning of class.

Evaluations: TTW check the value scale and corresponding vocabulary for correctness and return graded assignment with feedback to student. Formative:

• TSW be graded on “All About Color” worksheet • TSW practice using each element in his/her sketchbook throughout the unit. • TSW be graded on a large-scale project once all elements are covered.

Summative: TSW design a final project using the elements and principles of art to convey meaning in a piece of art.

WEEK 2 Unit Name: Elements and Principles of Design DAY 6 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives (Use Bloom’s Taxonomy with labels):

• TSW memorize vocabulary regarding tessellations. • TSW identify the use of the elements of art in M.C. Escher’s work. • TSW create his or her sketch tessellation • TSW be evaluated on understanding of tessellations

*Technology Required: Active Board for powerpoint *Special Accommodations: All 504 and IEPS will be implemented.

• Struggling- for the Tessellation Worksheet TSW be asked to complete only half the questions in each section.

• Advanced- for the Tessellation Worksheet TSW will be able to complete a more unique and complex shapes on questions 9-14.

Materials Needed: TSW need: Sketchbook for taking notes and planning ideas TTW need: Powerpoints Large cut out shapes Tape Focus Activity/Anticipatory Set: (2 min) (Logical/Mathematical, Visual, Linguistic) TSW reflect on a drawing by M.C. Escher displayed on the Active Board. TSW answer these three questions in his/her sketch journal.

1. What'did'you'see'first,'the'birds'or'sec4ons'of'the'field.'Why'do'you'think'this'is?''

2. What'elements'of'art'can'you'see'in'this'work'of'art?'3. What'types'of'elements'are'used'to'create'a'visual'illusion'in'this'piece?''

Q: What elements are being used to create an illusion in this work of art? Q: What different types of shapes do you see?

Direct Teaching: (20min) (spatial/visual, linguistic) TTW present a Powerpoint introducing the project the students will be working on for the next week called “Tessellations with Elements”. TSW take notes in his or her sketch journal as the teacher describes M.C. Escher’s works of art, what a tessellation is, how it relates to math, and shows student examples of the project they will be creating.

Q: How does this project incorporate math? Q: How are these images able to fit together?

Q: Where have we seen this artist before? Q: How did you know it was the same artist as the warm-up?

Q: How do you think these pieces were created? Q: Do you see any obvious color schemes used in these images?

Q: What is a tessellation? Q: Is there a shape that you couldn’t use in a tessellation? Check for Understanding (10 Min): (Visual, mathematical, intrapersonal, interpersonal) TSW complete a worksheet in which he/she observes the different types of shapes used for tessellations. TTW have instructions on the board to color shapes 1-4 with different color schemas including: primary, secondary, tertiary, warm, cool and one of choice. TSW practice making his/her own shapes on questions 9-14 on the worksheet.

Q: How will color help to enhance our compositions? Q: What do you have to do in order to ensure the pieces will fit together? Modeling (1min) : (spatial/visual, mathematical,) TTW will have cut large shapes already prepared. TTW demonstrate how the shapes can be linked together by taping them on the wall. The TTW explain how some piece must be rotated to fit. Guided Practice (5 min): (Body-Kinesthetic, naturalistic, mathematic) TTW call on students to come and help to tape additional shapes together on another wall. TSW will be asked to vocalize the decisions they are making when creating the pattern. Q: If we leave one space blank does that make it a positive or negative space? Q: How could you make a larger shape out of smaller pieces? Independent Practice (5 mins): (intrapersonal, linguistic, visual) TSW sketch in his/her art journal an idea for his/her project that he/she will work on this week in class. TSW may draw pictures or write out a paragraph to describe idea. Q: How does your shape relate to the image you will create with it? Q: How does the size of the shape influence the object you choose to draw? Closure (2 minutes) : (Mathematical/Interpersonal) TSW write in his or her sketch journal one challenge they foresee in the process of making this project.

Evaluations: TTW will use techniques throughout the lesson to promote critical thinking. Formative: TSW turn in the tessellation worksheet to be checked and returned by the teacher. Summative: TSW design a Tessellation project using the elements they have learned.

Unit Name: Elements and Principles of Design DAY 7 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives

• TSW identify problem-solving techniques for this assignment. • TSW create his or her outline to begin a tessellation. • TSW be evaluated on correct use of planning and correctly following directions. • TSW defend why they chose an object based off of shape.

*Technology Required: Active Board for powerpoint *Special Accommodations: All 504 and IEPS will be implemented.

• TTW post a step-by-step visual example of the gridding process, which will be posted on the board. • Advanced- TSW have the opportunity to create a more complicated tessellation shape other than a square

or hexagon. Materials Needed: TSW need: Sketchbook for taking notes and planning ideas 12 X 12 drawing paper Rulers Graphite Focus Activity/Anticipatory Set: (2 min) (interpersonal, Linguistic, Logical) TSW share his or her closure sentence from the previous day (challenge he/she foresees) with a partner. The partner will try and come up with a solution to this problem. The directions for this activity will be written on the white board as the students enter the room. Q: Was your partner’s problem related to the one you predicted? How? Q: What solution did you come up with to solve it?

Direct Teaching: (20min) (spatial/visual) TTW demonstrate the first steps of making this project. TTW distribute rulers, handouts of templates, pencils, and 12x12 drawing paper.

Create a pattern design based on a tessellation.

Start with creating a tessellation shape using the "translation pattern" (see the steps below). Your tessellation should be a recognizable (not abstract) object - animals, birds, insects, fish, etc.

Pick a starting shape - square or hexagon

You are going to work on a 12"x12" paper.

First - create an 1.5" border

Then draw a grid - as it shows in your handout.

Modeling (3 min) : (spatial/visual, mathematical,) TTW demonstrate how to grid the paper. TSW choose either squares or hexagons and trace each shape in each gridded squared of section. Q: Why is it important to sketch lightly when drawing the grid? Q: Do you think it is important to make this project square or could it be a different shape? Guided Practice (15 min): (Body-Kinesthetic, naturalistic, visual, mathematical, intrapersonal) TSW draw a grid, and trace the tessellation as described above. At this point the student will have a gridded paper, with 9 hexagons or squares lightly traced in. Q: Why is it important to map out this project before we start? Q: What do you think the boarder is used for? Check for Understanding (2 Min): (interpersonal) TTW ask students to turn to a partner and check that they have correctly created a grid on his or her paper. If the partner has, both students will give thumbs up. If one student needs assistance his/her partner will assist. TTW assist if needed.

Q: How do you correctly measure using a ruler? Q: What is one way to make sure your lines are straight? Independent Practice (5 mins): (intrapersonal, linguistic, visual) TSW return to his/her sketch journal to expand on, modify, or change his/her ideas for what they will choose to draw tomorrow. Q: How does your shape relate to the image you will create with it? Q: How does the size of the shape influence the piece of work? Closure (2 minutes) : (Mathematical/Interpersonal) TSW check his/her paper to make sure his/her name is written and then return materials to the appropriate bins in the classroom. TTW collect in progress drawings and high five each student as they hand them to her. Evaluations: TSW check his/her neighbor’s paper for correctness and help if needed. TTW continuously questions students throughout lesson. Formative: TTW check student sketchbook journals to ensure students are planning their projects effectively. Summative: TSW design a Tessellation project using the elements they have learned.

Unit Name: Elements and Principles of Design DAY 8 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives (Use Bloom’s Taxonomy with labels):

• TSW identify the use of the elements in his/her drawing • TSW create his or her own objects using shapes. • TSW be evaluated on how well he/she has thought out his/her drawing.

*Technology Required: Laptop if reference photo is required for student. *Special Accommodations: All 504 and IEPS will be implemented.

• TSW have step-by-step directions articulated on a handout, which will be provided during the Direct Teaching portion of the lesson.

• TSW have additional time to complete the closing poem or song assignment. Materials Needed: TSW need: Graphite In-Progress drawing Focus Activity/Anticipatory Set: (2 min) (Visual, Naturalistic) TTW have directions written on the white board instructing students to “Sketch a picture of an animal in your sketch books”. The purpose of this activity is to get students warmed up to draw later on in the lesson. Q: Did this give your any ideas for what you will draw today? Q: What is the purpose of sketching? Direct Teaching: (10min) (spatial/visual) TTW then give students the instructions for the next step in the project. TTW explain to the students how to build around the shape that he/she chose. The teacher will show a demonstration like the one below (although the students will not be adding color quite yet).

The key to this step is to ensure that each shape is the exact same. Q: Why is important the shapes of your objects are the same? Q: What can we use to make an object look more three-dimensional? Check for Understanding (5Min): (Interpersonal, linguistic, mathematical, body-kinesthetic) TSW either draw and/or describe what they plan draw for each of his/her shapes. TTW rotate around the room checking off students’ ideas and answering any questions they may have. The student may not begin to draw until his/her idea has been approved. The teacher will collect the student’s drawing/paragraph. Q: How do you make objects appear to be overlapping? Q: How can you make your shapes more complex? Independent Practice (20 mins): (intrapersonal, linguistic, visual) TSW draw an image on each shape using only graphite pencil. TSW have free choice on what they will draw as long as it is a district object, animal, or person. For this project abstract images will not work. The students may also begin to add more detail until his/her page is filled.

Guided Practice (1min): (visual) TTW rotate through the room with tracing paper and a pencil to help students on an as need basis. Modeling (1min) : (spatial/visual, mathematical, intrapersonal) TTW assist student in drawing as needed. Closure (2 minutes) : (Linguistic, Musical, Intrapersonal) TSW write a small poem about the object he/she depicted in class today. TSW have the opportunity to turn the poem into a song and sing it for the class if desired J Evaluations: TTW will use techniques throughout the lesson to promote critical thinking. Formative: TSW have ideas approved by the teacher to ensure every project will be successful and the student is following the correct process.

DAY 9

Summative: TSW design a Tessellation project using the elements they have learned.

Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives

• TSW list color schemes • TSW identify proper meanings of color • TSW create his or her own composition using color to convey meaning • TSW be evaluated on correct layering techniques using colored pencils.

*Technology Required: Laptop for reference photos if needed. *Special Accommodations: All 504 and IEPS will be implemented.

• TSW will be individually reminded of the techniques needed for blending while working on his/her tessellation.

• TSW be provided a list of which colors are warm and which are cool for his/her blending foldable. Materials Needed: TSW need: Colored Pencils Blank paper for foldable Graphite pencil Scissors Focus Activity/Anticipatory Set: (5 min) (Visual) TTW will have the following directions written on the whiteboard: Using the colored pencils on your desks create a “blob” of color that describes how you are feeling today. (Use more than one color) Q: Why did you choose those colors? Q: What happened when your colored pencils overlapped?

Direct Teaching: (10min) (spatial/visual) TTW show student techniques on how to layer and blend color pencils.

. Check for Understanding (10 Min): (Visual, mathematical, intrapersonal, interpersonal) TSW complete a foldable in which he/she shows the blending of warm colors and cool colors. This will be a two fold and students will use it to practice using colored pencils before they begin to color his/her drawings.

Q: How will color help to enhance our compositions? Q: What do you have to do in order to ensure the pieces will fit together? Modeling (1min) : (spatial/visual, mathematical,) TTW demonstrate how to begin coloring in the drawings for the tessellations. (see image below) Guided Practice (10 min): (interpersonal)

TTW assist students as needed. TSW begin to color in his/her project. Independent Practice (5 mins): (intrapersonal, linguistic, visual) TSW continue to color his/her project. Q: How will you create contrast between each figure? Q: How did you decide on that color scheme? Closure (2 minutes) : (Mathematical/Interpersonal) TSW write on a piece of paper the colors schemes or relations they are using in their project. TTW collect these as an exist ticket. Evaluations: TTW will use techniques throughout the lesson to promote critical thinking. Formative: TSW complete a foldable to practice blending. Summative: TSW design a Tessellation project using the elements they have learned.

Unit Name: Elements and Principles of Design DAY 10 Lesson plan creator: Gabrielle Gatzke Class Time (minutes, which day): 45 min Timeframe (# of days): 10 Grade Level: Art I SOLs: AI. 8 The student will select and apply elements of art and principles of design to communicate meaning in works of art. Specific Class Objectives

• TSW identify what makes a piece of artwork visually interesting. • TSW defend his or her choices in object, shape, and color in drawing. • TSW be evaluated on the craftsmanship, creativity, and execution of his/her project.

*Technology Required: N/A. *Special Accommodations: All 504 and IEPS will be implemented.

• Advanced- TSW be directed to add additional details in their artwork to increased dimensionality • Struggling- TSW be allowed to explain his/her piece vocally to the teacher in addition to (or lieu of)

written paragraph. Materials Needed: TSW need: Colored Pencils and his or her in progress drawing. Focus Activity/Anticipatory Set: (2 min) (Interpersonal, Visual, Linguistic) TSW write a “game plan” of how what they are going to do to finish this project by the end of class. TTW have this written on the board. Q: Why is it important to create a plan for completing this piece of work? Q: How do you know how long it will take you to finish a step?

Direct Teaching: (2min) (spatial/visual) TTW pass out in progress artwork and distribute coloring materials. Q: What do you plan to do to make this piece look complete? Q: How can you make this piece more visually interesting? Check for Understanding (1Min): Q: How can we make the piece look more finished? Q: Is that shape positive or negative? Why? Modeling (1min) : (spatial/visual, mathematical,) TTW will show the class how to erase any unwanted pencil line that are showing from when the students originally gridded the paper. Q: Why is it important to erase guidance lines? Guided Practice (30 min): (Body-Kinesthetic, naturalistic, visual ) TSW finish coloring project and adding additional details where needed. Q: How can you enhance your art piece, using different values of color? Q: Why did you choose this color scheme?

Independent Practice ( 5 mins): (intrapersonal, linguistic,) TSW write a paragraph to be turned in discussing his or her art piece. TTW instruct students to defend why he/she chose to illustrate their object, any challenged he/she faced, and how they overcame them. Q: How does your shape relate to the image you will create with it? Q: How does the size of the shape influence the piece of work? Closure (5 minutes) : (Interpersonal) TSW lay his/her completed project out on the desk for everybody to be able to rotate around to look at.

Specific considerations when grading:

• Complexity of the tessellation shape • Shape is recognizable • Details inside each tessellation • Creativity and originality of the tessellation • Tessellation looks 3-D, not flat

Evaluations: TTW will be evaluated on use of elements and craftsmanship. Formative: TSW turn in a written paragraph defending the choices he/she made on his/her project. Summative: TSW design a Tessellation project using the elements they have learned.

Reference****This lesson plan has been inspired by Julianna Kunstler. Some of the powerpoint slides and instructions have been based off of her content