UNIT OVERVIEW

Title Bauhaus Text

Contextual Factors
Iroquois Junior/Senior High School is a small school located in a suburban part of Erie
County. Throughout the school, the average number of students in a class is 20. There are three
sections of Fundamentals of art during the school day. The first is offered during second period,
has 16 students, 8 of which are male and 8 are female. The second section is offered during fifth
period and has 24 students in the class, 12 of which are male and 12 are female. The third section
of fundamentals is offered during sixth period and has 10 students in the class, 2 of which are
male and 8 are female. The majority of students in these classes are Caucasian. Aside from this,
there are 8 African American students, three Hispanic, and one Muslim American student
enrolled in Fundamentals of Art. A few of the students in these classes have IEPs. Some of the
disabilities present in the classroom include EBD, SLD, and Selective Mutism. Within the
classroom there are six tables available for students to use as a work space. Along with this, there
is a table with basic supplies and a small table where the instructor can put handouts or use as a
demonstration space. The art room has two spray booths with ventilation available for students to
use for spray paint or any other medium with a strong scent or potentially toxic fumes. There are
two sinks that the students use to wash their hand, clean their tools or get water for painting. The
students also have access to a computer lab within the art room, a dark room for photography,
and a ceramics room equipped with a small electric kiln. All eighth graders are required to take
ART 8. This class only last for one quarter (nine weeks). All students have the same
Goals and Standards
To compose a design in the style of the Bauhaus movement using at least 5 elements and
principles of design.
9.1.12.A:
Know and use the elements and principles of each art form to create works in the arts and
humanities.
Elements
Visual Arts: color form/shape line space texture value
Principles
Visual Arts: balance contrast emphasis/focal point movement/rhythm proportion/scale
repetition unity/harmony
To discuss the correlation between the Bauhaus movement and its historical contexts.
9.2.12.C: Relate works in the arts to varying styles and genre and to the periods in which they
were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern,
Contemporary, Futuristic, others).
To analyze the specific aesthetic styles associated with the Bauhaus movement.
9.3.12.E: Examine and evaluate various types of critical analysis of works in the arts and
humanities.
Contextual criticism
Formal criticism
Intuitive criticism
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To evaluate and discuss each students work during a class critique.

9.3.12.C: Apply systems of classification for interpreting works in the arts and forming a critical
response.
To summarize the meaning behind a work of art created by Laszo Moholy-Nagy.
9.4.12.A: Evaluate an individuals philosophical statement on a work in the arts and its
relationship to ones own life based on knowledge and experience.
Content
Describe the content for this specific unit. In a paragraph summarize the knowledge and skills
that are to be taught in this unit and how it relates to the preceding and following units.
During this lesson, students will learn about the Bauhaus movement and combine the aesthetics
associated with this movement with their knowledge of the elements and principles of design to
create an original piece of art. Along with this, the students will learn about and apply all three of
the types of criticism (contextual, aesthetic, and intuitive.) Along with this, the students will
begin to make connections between Bauhaus aesthetics and modern day designs. Understanding
the basic elements and principles of design will give students a new perspective on the word
around them. They will be able to see how the media uses visuals to subconsciously influence
how consumers make decisions. Along with this, learning to implement the four methods of
criticism (formal, aesthetic, intuitive, and contextual) will help students to understand,
rationalize, and verbalize their opinions in everyday life.
Vocabulary/Word Bank
Bauhaus: A school of applied arts established by Walter Gropius in Weimar in 1919 and noted
for its refined functionalist approach to architecture and industrial design.
Architecture: the art or practice of designing and constructing buildings.
Craft: an activity involving skill in making things by hand. Exercise skill in making (something).
Formal Criticism: Discussion and evaluation of the elements and principles essential to works in
the arts and humanities.
Intuitive Criticism: The use of sequential examination through comparison, analysis,
interpretation, formation and testing of hypothesis and evaluation to form judgments.
Contextual Criticism: Discussion and evaluation with consideration of factors surrounding the
origin and heritage to works in the arts and humanities.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design
Balance- A state of equalized tension and equilibrium.
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Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.

Materials/Resources/Technology
Laszlo Moholy-Nagy Compositions
o CHX
o Pnuematik
o Z II
o Composition Z VIII
o Untitled
o Real life is Everywhere
Laptop/ Computer
Power Point
Projector
Youtube
o https://www.youtube.com/watch?v=ZWO0wx53r6E
Elements and Principles of Design Posters
Packets of Typography samples
Watercolor Paper
Watercolor Paints
Colored pencils
Crayons
Wax
Sharpies
Rulers
Circle templates
Pencils
Summative Assessment Plan See Rubric

Informal Assessment I will continually check for students for students understanding through
the use of Bell Ringer questions, asking student questions about their work, and periodically
playing short review games with the students.
Bell Ringer options for this Unit:
o Define the word criticism.
o Name and explain the three types of criticism used when talking about art.
o List as many Elements and principles of Design as you can in 30 seconds.
o Make a composition using only primary colors.
o Design your own type face. Make an upper and lower case example (First initial)
o Why do you think there are so many different fonts?
Review games to play in the unit
o Name that Element/ Principle.
o Elements and Principles in master works.

Lesson Title Introduction to Bauhaus

Day 1 of 4
Objectives/Assessments/Adaptations
Objectives

Pre-assessment

Formative Assessment Adaptations

Objective 1:
Students will create a
unique composition
using their
knowledge of the
Elements and
Principles of Design
and the Bauhaus
movement.

Students will
participate is a game
led by the instructor.
Name that Element/
Principle

Students will
demonstrate their
knowledge of the
elements and principles
by creating at least two
compositions that
contain at least four
elements or principles
of design.

Students will
receive handouts
that list all of the
elements and
principles of
design. Students
can refer back to
these handouts
whenever they need
to.

Students will watch a

short video about
Walter Gropius and
the Bauhaus
Movement.

Students will complete

a worksheet about the
information they
learned in the video.

Video can be
replayed or paused
for students who
need more time to
write down
information. If a
student is unable to
write they will be
given a copy of the

9.1.12.A: Know and

use the elements and
principles of each art
form to create works
in the arts and
humanities.
Elements
Visual Arts: color
form/shape line
space texture
value
Principles
Visual Arts: balance
contrast
emphasis/focal point
movement/rhythm
proportion/scale
repetition
unity/harmony
Objective 2:
Students will discuss
the aesthetic styles
associated with the
Bauhaus movement.
9.2.12.C: Relate
works in the arts to
varying styles and

genre and to the

periods in which they
were created (e.g.,
Bronze Age, Ming
Dynasty,
Renaissance,
Classical, Modern,
Post-Modern,
Contemporary,
Futuristic, others).
Objective 2:
Students will
evaluate various
works of art created
by Laszlo MoholyNagy during the
Bauhaus Movement

completed
worksheet after the
class is done
discussing the
answers.

Ask students how

they would define
criticism

9.3.12.E: Examine
and evaluate various
types of critical
analysis of works in
the arts and
humanities.
Contextual criticism
Formal criticism
Intuitive criticism

Students will be shown

various works of art
and asked to critique
them using all four
types of criticism.
Formal
Contextual
Intuitive

Instructor will ask

students prompting
questions when
they are struggling
to find a response.
Instructor will
remind students of
different types of
criticism when
necessary.

Lesson Body
Anticipatory Set

Bauhaus youtube video.

https://www.youtube.com/watc h?v=ZWO0wx53r6E

Worksheet

Procedures Hierarchically outline each step in a logical order as a script with detail
that describes the learning process. Each step must be objective oriented and include
behaviors that model and demonstrate interactive methods, different types of practice,
and a variety of teaching strategies. Include ways to check for understanding.

Bell Ringer: Give students 30 seconds to list as many Elements and Principles of
Design that they can

Students will participate in Name the Element or Principle led by instructor

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o Using tape and construction paper, cover the Element or Principle of

Design listed on the posters available in the art room
o Put one or two posters on each table
o Allow students to work in groups to guess the Element or Principle listed
underneath the construction paper

Students should try to use the visual cues on the poster before
reading the text available.

Read text on poster after they have guessed

Complete anticipatory set.

o Have students complete a worksheet about Bauhaus while the video is
playing

Have a class discussion.

o Go over correct answers
o Discuss the aesthetics of this movement

Colors?

Shapes?

Lines?

Ask class:
o What is criticism?
o Is criticism always bad
o Name a good type of criticism.

Constructive Criticism

Show the class various images of artworks completed by Moholy- Nagy during
the Bauhaus movement
o https://www.youtube.com/watch?v=4Zx3xb8yo2g
o Incorporate different types of criticism

Contextual

Formal

Intuitive

Show photo examples of Moholy-Nagys work without text in the composition

Show students samples of this project

Have students begin sketching two compositions that are influenced by the
BAUHAUS.
7

Closure Students should put a star next to whichever composition they like best.
Students should list the elements and principles of design they used in their design.
Student should be prepared to tell me how their composition is similar to the Bauhaus
movement.
Clean-up Students should make sure their work areas are clean before they leave
Independent Practice N/A
Safety Considerations N/A

Lesson Title Introduction to Typography

Day 2 of 4
Objectives/Assessments/Adaptations
Objectives

Pre-assessment

Formative Assessment Adaptations

Objective 1:
Students will revise
their original
compositions by
adding text that fits
into the Bauhaus
aesthetic.

Students will watch a

short video that
introduces them to
the style of text that
is associated with the
Bauhaus movement.

Students will
demonstrate their
knowledge of the
Bauhaus aesthetic by
completing their
composition through
the addition of text.

Instructor will be
available for
assistance upon
request.

Objective 2:
Students will discuss
and summarize their
interpretations of the
meaning behind
Laszlo MoholyNagys work.

Students will have

learned about the four
types of criticism in
the previous lesson.
Formal
Contextual
Intuitive

Students will
participate in a group
discussion about
Pneumatik.

Instructor will ask

guiding questions
to help students
who need help with
their responses.
Students can write
down questions and
responses.

9.4.12.A: Evaluate an
individuals
philosophical
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statement on a work
in the arts and its
relationship to ones
own life based on
knowledge and
experience.

Lesson Body
Anticipatory Set

https://www.youtube.com/watch?v=ldvLkU_AqH8
o 6:20-8:15

Procedures

Students will complete bell ringer.

Complete anticipatory set.

o Students will watch the informational video on Mohly-Nagy

Have students view a few of Moholy-Nagys paintings.

Focus on Pneumatik and CHX

o Lead a discussion using the various types of criticism

Contextual

Intuitive

Formal

o Ask students to identify different styles of criticism

Name which criticism they are using when talking about their
response to an artwork.

Distribute packets with different font styles

o Have students choose a font that they feel would be suit their composition
o Student should practice this font

Have students add their words to their compositions using their chosen font (in
pencil)

Closure Students will answer this question:

What does adding text to a painting or drawing do to the composition?
9

Clean-up Explain necessary procedures for managing media and resources

Independent Practice List and describe any homework and supplemental activities
for this lesson.
Safety Considerations Discuss physical and emotional considerations for safety.

10

Lesson Title Bauhaus Text Composition

Day 3 / 4 of 4
Objectives/Assessments/Adaptations
Objectives

Pre-assessment

Formative Assessment Adaptations

Objective 1:
Students will
demonstrate their
knowledge of the
Elements and
Principles of design,
typography, and the
Bauhaus movement
through the revision
and completion of
their original
compositions.

Bell Ringer: Why do

you think there are so
many different fonts?
(Give emaples of
different typefaces
and ask how the
viewer might
interpret the message
when it is written in
this font.)

Students will complete

an original work of art
that incorporates the
Bauhaus style,
typography, and at least
four elements or
principles of design.

Instructor will be
available to
students to assist
with their projects
when needed.

Instructor will
verbally ask the class
to state all three types
of criticism. Call on
students to explain
each type.

Students will be able to

identify which
compositional choices
they have made that
reflect the Bauhaus
style and explain why
they chose the text and
font that they did.

Instructor will
assist students who
need help
identifying the
three types of
criticism. Instructor
will ask prompting
questions to help
guide students to a

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts:
paint draw craft
sculpt print design
for environment,
communication,
multi-media
Objective 2:
Students will discuss
their work as a class
using the various
types of criticism
9.3.12.C: Apply
systems of
classification for

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interpreting works in
the arts and forming a
critical response.

response. Students
will be able to write
their responses if
they do not wish to
share out loud.

Lesson Body
Anticipatory Set

Bell Ringer: Create a composition using only the primary colors.

Procedures

Students will complete bell ringer

Students will complete anticipatory set.

Instructor will demonstrate and explain how to appropriately use the materials
o Sharpie first
o Colored pencil wax resist
o Use stencils and rules to draw lines
o Watercolor

Dry brush

Wet on wet

Salt

Students should write the following information on the back of their finished
projects
o Name
o How their composition reflect the Bauhaus style
o Which elements and principles of design they used
o Which text they used
o Which font they used
o What did it add to the composition?

Closure Class critique using the three types of criticism

Each student should be prepared to list the following things about their
composition
o List the elements and principles of design you used in your composition.
o Which aesthetic choices did you make to replicate the Bauhaus Style?
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Clean-up Students should put away all art supplies that they used that day. No
students should leave the classroom until their work area is clean.
Independent Practice N/A
Safety Considerations Discuss physical and emotional considerations for safety.

Rubric
Unacceptable
0
Student did not
participate in
class
discussions

Developing

Acceptable

Student showed
minimal
interest/participation
in class discussion.

Bauhaus in 5
minutes.

Student did not

complete
worksheet

Student completed the

assignment and
demonstrated some
understanding of the
Bauhaus Movement
(2 + mistakes)

4 Compositions

Student did not

turn in any
working
sketches.

Student completed 1
sketch.

Completed
project- Craft

Student did not

submit a
finished project

Project was complete

but student
demonstrated very
poor craft. Did not use
stencils or rulers to
create clean, crisp
lines.

Student
participated in class
discussion but did
not give thoughtful
responses.
Student completed
the assignment and
demonstrated
adequate
understanding of
the Bauhaus
Movement.
(1-2 mistakes)
Student turned in
both compositions
but they did not
demonstrate
understanding of
the aesthetics
associated with the
Bauhaus
movement.
Student Submitted
a finished project
with decent craft.
There are a few
areas that how have
been more crisp or
clean.

Participation

Target
100
Student participated
in class discussion
and gave thoughtful
responses to
instructors questions
Student completed
the assignment and
demonstrated full
understanding of the
Bauhaus Movement.
(No mistakes)
Student submitted
four unique
compositions and
demonstrated
understanding of the
aesthetics associated
with the Bauhaus
movement.
Students submitted a
finished project with
exemplary craft. All
lines are straight and
the student used
stencils for their
shapes.

13

Completed
Project- Concept

Student did not

complete a
finished
assignment.

Student submitted a
completed assignment
but did not
demonstrate
understanding of the
aesthetics associated
with the Bauhaus
movement or the
elements and
principles of design

Student submitted a
completed
assignment that
demonstrated some
understanding of
the aesthetics
associated with the
Bauhaus movement
or the elements and
principles of
design.

Student completed a
finished assignment
that demonstrated
understanding of the
aesthetics associated
with the Bauhaus
movement and the
elements and
principles of design.

Supplemental Instructional Tools

NAME__________________________________________________

BAUHAUS in 5 Minutes

The BAUHAUS movement began in _________.

It was founded by____________________________________________.
His vision was to bridge the gap between ________ and
___________________________ by combining ________________ and
___________________________.
The Bauhaus (building) was different from other buildings because of its
_____________ walls, ____________ angles, and ___________ roofs.
The architect of the BAUHAUS was also its ________________________.
BAUHAUS literally means ________________________________________________.
The BAUHAUS aimed to reconcile art and craft to create a new
___________________ aesthetic which is what we now call
________________________.
List some disciplines that were taught at the BAUHAUS school:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Walter Gropius believe that all design should be ________________________ as
well as ___________________________ pleasing.
Everything at the BAUHAUS school was done to develop ___________________,
encounters, and ______________________ between students, areas and
________________.
The main influences behind the BAUHAUS were _____________________, the
English arts, _____________,______________________________, and constructivism.
BAUHAUS in ART: Kandinsky was best known for
_________________________________.
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BAUHAUS in TYPOGRAPHY: BAUHAUS is known for doing what with text?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Is this style still used today?
____________________________________________.
BAUHAUS in FURNITURE: BAUHAUS is mainly known for being the birthplace
of ________________ furniture. The term BAUHAUS furniture has become and
synonym for ________________________ furniture.

The ultimate aim of all artistic activity is

building! ... Architects, sculptors, painters, we must
all get back to craft! ... The artist is a heightened
manifestation of the craftsman. Let us form a new
guild of craftsmen without the class divisions that
set out to raise an arrogant barrier between
craftsmen and artists! Let us together create the
new building of the future which will be all in one:
architecture and sculpture and painting."

15

Self-reflection After teaching the lesson, assess student achievement with the intended goals
and objectives. Describe the evidence. Explain the strengths and weaknesses including was to
improve the unit.

16