Intro to Art: Painting Unit

UbD Template 2.0

Stage 1 Desired Results

ESTABLISHED GOALS
G1. Understand the sensory elements,
organizational principles, and expressive
qualities of the arts. (25A)
G2. Understand processes, traditional
tools, and modern technologies used in
the arts. (26A)
G3. Apply skills and knowledge
necessary to create and perform in one
or more of the arts. (26B)
G4. Analyze how the arts function in
history, society, and everyday life. (27A)
G5. Understand how the arts shape and
reflect history, society, and everyday
life.
(27B)
Source: ISBE Visual Art Learning
Standards
Standard 7: An excellent Catholic school
has a clearly articulated rigorous
curriculum aligned with relevant
standards, 21st century skills, and
Gospel values, implemented through
effective instruction.
Standard 8: An excellent Catholic school
uses school-wide assessment methods

Transfer
Students will be able to independently use their learning to
Identify, choose, or arrange a strong visual composition.
Paint a realistic scene with acrylics or watercolors.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Q1. What makes for a strong
U1. A strong composition has
composition? What makes for a
visual flow, balance, and a focal
poor composition?
point.
Q2. How are acrylics and
U2. A viewfinder, grid, and
watercolors different? When might
pencil can help them make good you choose one over the other?
use of space and capture correct Q3. What purpose does a still life or
proportions.
landscape painting serve?
U3. A scene looks more realistic
when you mix nuanced colors.
U4. One should generally paint
background to foreground.
U5. Texture can be created with
different brushstrokes and
techniques.
Acquisition
Students will know
Students will be skilled at
K1. The principles of balance,
S1. Developing a strong
emphasis, and visual flow.
composition.
K2. The elements of a still life
S2. Drawing multiple objects in
and landscape and how to
correct proportion and placement to
create the illusion of depth.
each other.
K3. The color wheel.
S3. Mixing secondary and tertiary

and practices to document student

learning and program effectiveness, to
make student performances transparent,
and to inform the continuous review of
curriculum and the improvement of
instructional practices.

K4. The differences between

acrylics and watercolors, their
processes, materials, and
techniques.

colors, tints, shades, and dulling

colors by mixing complements.
S4. Creating textures by using
various brushstrokes and
techniques.

Evaluative Criteria
E1. Check color wheels for accurate
colors and values. (Teacher corrections)
E2. Thumbnail Sketches (Verbally check
student-to-student, then with teacher)
Use of space, fills the frame
Balanced composition
Focal Point
E3. Still Life Painting (Rubric)
Composition
Colors
Values
Texture
Background to Foreground
Approach
E4. Label a Landscape (Students present
orally)
Foreground, background,
middleground
Horizon line
Focal Point
Overlapping
Visual Flow
E5. Watercolor Landscape Exercise (Self-

Assessment Evidence
PERFORMANCE TASK(S):
T1. Paint a color wheel with primary, secondary, and tertiary colors and
their tints and shades.
T2. Plan a Fall Still Life by using a viewfinder and drawing 2 or more
thumbnail sketches from observation.
T3. Paint a Fall Still Life using acrylics.
T4. Label the parts of a landscape.
T5. Paint a step-by-step watercolor landscape.
T6. Paint an original watercolor landscape.

Stage 2 - Evidence

Check)
Transparent paint
Even washes
Dulled colors for atmospheric
perspective
Texture effects
E6. Original Watercolor Landscape
(Rubric)
Composition that has depth,
balance, visual flow, and a focal
point
Transparent paint
Even washes
Dulled colors for atmospheric
perspective
Texture effects

Stage 3 Learning Plan

1.

2.
3.

4.

Summary of Key Learning Events and Instruction

Color Wheel- Students paint a Color Wheel including primary, secondary, and tertiary colors, tints and
shades. Mix neutral brown. Teacher explains and demonstrates the use of complements to dull colors and
make brown. Students will understand how to mix new colors and know how to dull, lighten, or darken
colors. A
Still Life Drawing Pre-Assessment. Students arrange and draw a simple still life. Teacher assesses what
they know and what they need to know. T-see if students transfer principles from previous projects
Still Life Drawing Lesson- Teacher explains how to arrange a still life for balance and visual interest. Teacher
demonstrates how to use a viewfinder, identify height of bases, negative space, and use pencil to check
proportions. Students draw several thumbnail sketches and choose best one. A, M
Fall Still Life Painting- Students enlarge best thumbnail sketch on their canvas. Teacher instructs students to
paint background to foreground (and layer paint). Teacher demonstrates how to use different brushstrokes
to create textures. Students paint still life. M, T

5. Label a Landscape- Teacher displays several large landscapes and works with the class to identify the
foreground, middleground, background, horizon line, overlapping, focal point, atmospheric perspective, and
visual flow. Students work with partners and, using tracing paper, label the parts of their landscape. Some
groups present orally. A, M
6. Watercolor Landscape Exercise- Students paint a simple landscape step-by-step with the teacher, learning
watercolor techniques. A
7. Teacher gives a mini-devotion from Genesis and Revelation about Paradise created, lost, and made
accessible once again through Christ. Students plan their Paradise Paintings- original landscapes that
illustrate their idea of paradise. M, T
8. Original Watercolor Landscape created by students. T