Miranda From - Sturgeon Composite High School

September October November December

Non-instructional Labour day -3 Thanksgiving day Day in Lieu-23

days Grade 10 -8
Orientation - 4

Important dates First day for Parent teacher Last day of Classes -21
Students- 4 interviews -7,8

Meet the Teacher Awards Night -20

-11

PLC/PD day PD - 14 PD-12 PD-9 PD-7

ART 10
Art 10 2018 Semester Plan 5 credit Miss. Miranda From
Creative Journal 30% Major Projects 50% Final Year Project
20%
1. DRAWINGS 20%
1. Developing Skill & Style Students will Record, Communicate, Elements of Art
10 % Investigate, Articulate, and Evaluate the
drawing process through a number of projects. Students will create five
Using many drawing works that represent the
techniques students will be They will: artist that they are.
asked to make a journal entry - Combine description, expression, and
everyday (3x3) and complete cognition in the drawing process. They will focus on
Creative Journal - Investigate varieties of expression in making creating works that have:
Assignments. images. - a personal style
- Develop and refine drawing skills and style - inspiration of art history
-theme - Use vocabulary and techniques of art research
-personal style criticism. - meaning to the artist
- a theme
2. COMPOSITIONS 10% - quality and relationship
2. Develop and Solve Design Students will Compose and Organize artwork to each other.
Problems 10% through the creation of a number of projects.
Works must be presented
Using a variety of mediums They will: in a manner that can be
and techniques students will -Compose two-and three-dimensional images. displayed in the final Art
explore the preplanning of -Create unity and emphasis to solve problems. show.
their: - Experiment will various representational
formats. Work 1 = /20
-Major Projects -Explore emotional impact in works of art. Work 2 = /20
-Final Year Project - Create movement and direction in their work. Work 3 = /20
 3. ENCOUNTERS 10% Work 4 = /20
3. Articulate and Evaluate Students will explore Impacts of Images, Work 5 = /20
10% Sources of Images, and Transformation
Students will use the Through Time through a number of projects.
vocabulary and the Total /100
techniques of art criticism to They will:
analyze their own works. - Look at image content of certain
Through the reflection in their periods.
journal and class discussions:: - Look at function and form of Artists
production.
-during the creative process - Investigate abstraction form from a
-after the completion of each source in order to create objects and
project. images.
- class discussions of the
components of composition. 4. Collaborative
Assignment 10%
To Be Announced

Month September October November December

Units Unit 1: Drawing Unit 2: Portraiture Unit 3: Painting, Unit 4: Final Projects
September 4th- 28th and Colour Printmaking and Ends December 21st
Theory Abstraction
October 1st- 26th End November (PIP Project)
16th
Unit 3: Painting,
Printmaking and Unit 4: Final
Abstraction Projects
October 29th Start November
19th

Specific Record Investigate Relationships 1

Outcomes Communicate Articulate and Relationships 2

Evaluate
Components 1 Components 2
Components 1
Organizations 1 Organizations 1
Components 2
Impact of Images Organizations 2
Organizations 2
Impact of Images
Sources of Images

Transformation
through time

1
Major Into to Elements of Intro to Portraiture Intro to
Art and Design calculations Collaboration/
Teaching Murals (depends
and Intro to Drawing Intro to colour on PIP)
techniques theory
Learning Further explore Art
Activities Art Pencil Use Intro to Colour History
mixing techniques
Monochromatic Using the
acrylic paint Intro to Art techniques and
History mediums explored
Intro to perspective to create a final
Intro to project to sum up
Printmaking their term.

Intro to
Abstraction

Resources Elements and Painting Routines

Principles Video https://www.theart
https://www.youtube ofed.com/2017/04/
.com/watch?v=BDeP 26/implement-
yEFT1gQ&list=PL3 solid-routine-
JQQLntcvbjEJFsFVI painting-days/
QeBdmtEHhZpffD Colour Mixing
Game
Table Top Twitter https://www.theart
Critique ofed.com/2018/07/
https://www.theartof 17/the-best-color-
ed.com/2014/03/18/1 mixing-game-to-
0-creative-critiques- play-with-your-
to-try-this-school- students/
year
Printmaking
2 Point Perspective https://www.theart
https://www.theartof ofed.com/2017/08/
ed.com/packs/painles 16/essential-
s- guide-simplifying-
perspective/?open_vi complex-
deo=z8s59w122p- concepts-
129523 techniques-
printmaking/

Formative Student/ Teacher Student/ Teacher Student/ Teacher Student/ Teacher

Conference Conference Conference Conference

Sketchbook prep Sketchbook prep Sketchbook prep Sketchbook prep

2
Summative Reflections Reflections Reflections Reflections

Critiques Critiques Critiques Critiques

3x3 3x3 3x3 3x3

Final Project using Final Project using Final Project using Final Projects using
Arts Propel Rubric Arts Propel Rubric Arts Propel Rubric Arts Propel Rubric

Unit 1: Drawing
Date: September

Summary/Overview:
This unit will begin with an introduction of the Elements and Principles of Design to give students a
better understanding of what is involved in creating works of art. They will create a booklet that in
their own way will best represent each element. We will then move onto value and tone, learning
how to create a tonal scale and how there are many different shading techniques. Students here
will create a tonal scale in their sketchbook and complete a simple tonal still life drawing. The next
lesson will move onto the ideas behind contour drawing and introducing the students to the blind
contour. Here students will learn how to study an object and really focus on following the imaginary
“bug” around their object. For the final lesson students will learn the science behind creating a
landscape drawing, they will learn how to use different perspectives to create a real image of their
choice, always keeping in mind the techniques they have learned up to this point.

Rational:
In this unit students will be developing specific drawing techniques to further their understanding of
the elements of art. Many students find that creating areas of light and dark is a challenging feature
in their drawings. Value is an essential element of drawing to help create more realistic images.
The purpose of this unit is to introduce value and apply the skills they learn into their work.
Students will gain a deeper appreciation of value, by adding and taking away medium. The series
of lessons will flow from basic skill development of value in pencil and charcoal, to transferring
skills across mediums for their final projects. The student’s will begin to develop and learn about
his or her own personal style while creating artwork. Also, students will have opportunities to work
independently and collaboratively while referencing art history.

Inquiry Question: In what ways can we use the drawing process or techniques to visually depict
or express our ideas and thoughts?

Essential Questions:
1. What are the parts/features we need to understand to create a basic drawing?
2. What are the basic rules when adding values to a still life drawing?
3. How can the sketchbook be used to improve our daily drawings?
4. To what extent can tone and weight improve on our drawing skills?
5. How can different line work create movement within a drawing?

3
Lessons:
1. Elements and Principles of Design (Booklet)
The purpose of this lesson it to go through a series of simple design exercises to further the
understanding of the Principles of Art and Design and for students to learn how each one can be
developed within a structured composition.
The lesson will begin with an introductory video on each element and principle, allowing students
to write notes and make quick sketches on each. They will then create a booklet that displays each
element and principle while also adding their own artistic touch to it. The lesson will conclude with
each student showing off their booklet to their classmates.

2. Value and Tonal Scales/ Types of Shading (Scale and Drawing)

The purpose of this lesson is for students to gain an understanding of how value and shades are a
major aspect to creating artworks. Here students will learn the basic tonal shades and how
different mark making techniques can create different tones. Students will create a tonal scale in
their sketchbook and a larger tonal drawing (either still life or portraiture). Students will be
encouraged to use these new skills in their daily 3x3 drawings.

3. Contour/ Blind Contour Drawing (sketchbook)

In this lesson students will be encouraged to not pay so much attention to how their drawings turn
out, but rather the process they go through in creating a contour and blind contour drawing. The
purpose for a lesson like this is for students to learn to draw what they see in front of them and not
focus too much attention on creating great details. Here students learn the importance of time and
how working with time limits allows for quick, successful drawings. Students will use this technique
for their daily 3x3 and also work in their sketchbook on different still life pieces.

4. Perspective/ Landscapes (sketchbook, larger image)

For this lesson students will get the chance to use the previous techniques to create a landscape
larger scale drawing. For this lesson I will introduce them the idea of going out into their
community/ environment and choosing a landscape of their choice to study. Students will spend a
few days just within their sketchbooks exploring the ideas and coming up with a favorite to finish in
full. There will also be small perspective lessons along the way so students are getting the full
experience.

Resources/Materials:
● sketchbooks
● pencils
● erasers
● technology (phone/computer)
● rulers
● artist paper
● still life lights
● still life props

Teacher Resources:
● ADLC Art 10
● YouTube
● Google Classroom
● Pinterest
● Sketchbooks
4
 ● Exemplars
● Mentor Teacher

Activities/APPs:
● pinterest
● ruler app
● Google classroom

Assessment:
● observations
● completion of activities/projects
● classroom participation
● following instructions
● staying on task
● rubrics
● evidence of artistic techniques applied
● evidence of creativity and quality on craftsmanship
● Art’s Propel Project Zero Assessment

Notes:

First Week Plans

Day 1:
-Course Outline
-Exquisite Corpse Activity
-3x3 Sketchbook Activity

Day 2:
-3x3
-Intro to “The Elements and Principles of Design”
https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PL3JQQLntcvbjEJFsFVIQ
eBdmtEHhZpffD
-For each video students will complete a small sticky note size example in their
sketchbooks

Day 3:
-3x3
-Begin with a introduction to pinterest and how artist can use it as a source for their
inspiration.
-Students will begin to brainstorm their booklets, looking at pinterest for some
inspiration

Day 4:
-3x3
5
 -Continue with their booklets
-Introduce them to critiques (Table Top Twitter)
https://www.theartofed.com/2014/03/18/10-creative-critiques-to-try-this-school-year

Day 5: Fun Friday

-To be Determined

Arts Propel - Project Zero Assessment in the Arts.

1. Production
Craft
Student has control over elements, principles, and materials of the visual arts.
Pursuit
Student can develop a work or a problem over time and in depth.
Inventiveness
Students experiments with materials, solves assignments in imaginative ways initiates own
projects.
Expressiveness
Students’ works show depth of feeling: student’s images are powerful, sensitive or
evocative.

2. Perception.
Awareness of Sensuous Aspects of Experience
Student is aware of visual and non-visual sensory experiences, and can draw upon these in
her/his work.
Awareness of Qualities of the Materials
Student is aware of uses and limitations of materials, and can make discriminations among
similar types of materials.
Capacity to Make Discriminations and Connections about Art
Student notices technical, functional, aesthetic, properties of art from various genres,
cultures.

3. Reflection
Ability and Proclivity to Assess Own Work
Student can articulate and defend judgments about his/her own work.
Ability and Proclivity to Take on Role of Critic
Student can articulate and defend judgments about others work.
Ability and Proclivity to Use Criticism and Suggestions
Student can use criticism to Improve.
Ability to Articulate Artistic Goals
Student can talk about goals as an artist, and the role of art in her/his life.

6
4. Approach to work.
Engagement.
Student works hard, carries projects through to completion, pays attention to details, meets
deadlines.
Ability to work independently
Student can work on a project independently for long periods without distraction.
Ability to work collaboratively
Student can cooperate with others and is willing to help others when needed.
Ability to use cultural resources
Student can make use of resources for art making (eg. Books, museums, tools, experts)

Lesson 1: Exquisite Corpse

Teacher: Miss From
Grade: 10 Art
Time: 30 mins
Overview: This lesson explores the element of chance in art making. Often times, during the
creative process, mistakes and unexpected outcomes can generate interesting ideas and images.
This lesson is also a great ice breaker activity to complete with students on the first day of class as
is gets them interacting with each other.

Goals:
1. To examine the role of chance in artworks.
2. To understand the ongoing process of creating artwork.
3. To relate different objects/subjects/forms/ideas.
4. To learn and employ problem solving skills.
5. To work collaboratively.
6. To successfully present ideas together.
7. To create artwork in a relaxed setting.

Objectives:
Drawing: Record: Students will be able to combine description, expression, and cognition in the
drawing process.
Drawing: Communicate: Students will investigate varieties of expression in making images.
Compositions: Organizations 1:Students will experiment with various representational forms.
Encounters: Impact of Images: Students will become aware of the relationships between function
and for in artistic productions.

Main Ideas: The main purpose of this assignment is for students to interact with their peers
on the first day of school to get to know each other. It is a way to start the year of with a relaxed
and fun activity to all the nerves of both the students and teacher to settle.

7
Inquiry Question: To what extent can we work together in groups to create a collaborative
artwork?

Key Guiding:
● What are some different organic and inorganic shapes we could use when creating the
corpse?
● What animal features could be added to your piece of the corpse?
● When looking around the room are there any shapes that may inspire us ?

Pre-Lesson Considerations: Make sure students have their name tags

Pre-set up: Pencils, paper, name tags
Content:
-Introduction (5 min): Start the lesson by asking students if they ever played Telephone
as a child. How did the message change over time? Explain how the exquisite corpse is in a way
the same idea but instead using paper and drawing out the ideas.
-Activity (30 min): Group students in teams of five. Using letter-size drawing paper, have
students fold the paper into three sections. On the top section, one student will draw a “head,” the
middle section a “torso,” and the bottom section the “legs.” Give students 5 minutes each for
drawing, then fold the paper over to conceal the image, and pass to the next artist. Remind
students to extend their drawing into the next section so that the next artist knows where to begin
his or her drawing. When finished, open the sheet to reveal a strange and disorienting creature. It
is important to note that the body is open to interpretation; the figure can be part human, part
animal, and part alien. The body can take the form of a building or an amoeba. Encourage students
to think imaginatively.

-Conclusion (5 min): Have the groups name and then share their corpse with the rest of
the class to view. Hang the corpse up on the wall.

Assessment: Formative, Participation

Reflection:

8
 Lesson 2: 3x3
Teacher: Miss From
Grade: 10
Time: 10-15 mins
Overview: This lesson is designed to have students sketching on a daily basis in a low key
setting. This lesson gives students the opportunity to explore drawing in different mediums and
experience many different still life. The activity is timed to allow students to just draw what they
see and to not have too much time to really think about what it is they are drawing. It is a way to
start every class and set the foundations for the rest of the class.
Goals:
1. To get used to working on quick sketches
2. To loosen up before beginning a larger activity
3. To learn to not invest so much time into a still life
4. To focus on drawing what you see and not what you think you see

Objectives:
Drawings: Investigate: Students will develop and refine drawing skills.
Drawings: Communicate: Students will investigate varieties of expression in making images.
Compositions: Relationships 1:Students will solve teacher -directed problems of unit and
emphasis in creating compositions.
Compositions: Organizations 1: Students will experiment with various representational formats.

Main Ideas:
The main idea for this activity is so that students learn that drawing doesn’t have to be something
that takes a lot of time, some of the best artworks were sketches done within a time limit. This is
meant to have students focus on the still life and draw what they see rather than what they may
think they are looking at. They will complete a small response afterwards to work on self-
reflection.

Inquiry Question: To what extent can a timed still life drawing session improve our
drawing skill when done on a daily basis?

Key Guiding:
- What features in the still life stand out the most to you? draw that.
- What organic and inorganic features are present?
- How can we use The Elements of Art and Design to aid in our drawing practice?

Pre-Lesson Considerations:
Have a still life set up.
Have extra paper for those who forgot their sketchbooks.
Have pencils available for those without one.

9
Content:
Introduction (1 min): Begin everyday with a small introduction to drawing still life, give
them any tips or ways of incorporating any elements we might be working on at that time.
Transition (1 min): Talk a bit about the still life they are looking at, have students gather
their supplies and settle into their seats.
Activity (10 min): The activity begins with students taking a seat around the still life, They
are asked to create three thumbnail sketches each one lasting three minutes. They can create
them as big as they want in their sketchbooks however keeping in mind the time frame, this is
where they are encouraged to not worry about getting the entire still life drawn but rather focus on
a small section to put the most effort into. Once they complete their first three minutes the
students will get up and change locations around the still life to see a new side of it. They will do
this one more time.
Conclusion (2 min): Once all three sketches are complete and time is up, students will
be encouraged to write a quick response in their sketchbook reflecting on the process they went
through. Every day there will be new things added and their reflections should reflect on their
experience or just simply a comment on how they were feeling that day.

Assessment: These sketches will be worth 10% of their overall grade; this is where students
are working towards developing their drawing skill on a daily basis. I will be walking around with a
simple checklist to mark down those who are participating in the activity and then give them a
participation mark for that day. The intent is to have this at the beginning of class so students
arrive on time and ready to work.

Accommodations: For the students that are unable to perform this task I will take a photo
of the still life before hand and they can use the light box to trace over top of the photo to build
their fine motor skills.

Reflection:

Lesson 3: The Art Elements and Principles

Teacher: Miss From
Grade: 10
Time: 4-80 min classes

Overview: The purpose of this lesson it to go through a series of simple design exercises to
further the understanding of the Principles of Art and Design and for students to learn how each
10
one can be developed within a structured composition.
The lesson will begin with a introductory video on each element and principle, allowing students
to write notes and make quick sketches on each. They will then create a booklet that displays
each element and principle while also adding their own artistic touch to it. The lesson will
conclude with each student showing off their booklet to their classmates.
Goals:
1. To learn the basic Principles of Art and Design (balance, unity, movement, rhythm, pattern,
contrast and emphasis).
2. To understand each principle more completely.
3. To realize how these elements are used in all art works.
4. To begin developing personal artistic style

Objectives:
Drawings: Record: Students will combine description, expression and cognition in the drawing
process.
Drawings: Communicate: Students will investigate varieties of expression in making images.
Compositions: Components: Students will extend their knowledge of an familiarity with the
elements and principles of design through practice in composing 2D images.
Compositions: Organizations 1:Students will experiment with various representational forms.

Main Ideas: From this lesson I want students to take away a greater understanding of how
these elements and principles are key components to creating works of art. These elements and
principles are vital for students who are planning on continuing to further their art practices in the
future.

Inquiry Question: How can we use Art Elements and Principles when creating works of
art?
Key Guiding:
1. How many different elements and principles are there?
2. Can we combine the elements and principles in the same work of art?
3. What can you notice from other works of art how the elements and principles have been
used?

Pre-Lesson Considerations: What previous knowledge do students have of the

elements and principles?
Are there students who have never taken art before?
Pre-set up: Have the videos loaded; make sure that the supplies is available for students.

Content:
-Introduction (60 min): We will begin the lesson with a introduction to each element
and principle. Students will watch YouTube videos on each one and take note or draw simple
images to remind them what each one means.
https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PL3JQQLntcvbjEJFsFVIQeBdmtEHhZpffD
After each video there will be a small group discussion to review what was mentioned and a

11
chance for questions to be asked.
-Transition (20 min): Students will share with each other what they learned and fill out
in pairs a formative fill in the blank worksheet.
-Activity (2 80 min blocks): Students will begin by creating some sample silhouettes
in their sketchbook Each student will choose their favorite silhouette for their Element of Design
Booklet. There will be seven panels, one for each element and principle where students have the
freedom to represent them in anyway they wish with the silhouette as the subject.
-Conclusion (5 mins): After each class there will be a small group discussion of what we
learned that class and how students are experimenting with creating their booklets. The idea is to
get the student talking and expressing their ideas out loud for their peers to hear.
Assessment: Is based off of the Art’s Propel Rubric
The students will be marked for the work they do in their sketchbook and then a final mark for the
completion of seven panels.
Accommodations: For Students that are unable to perform this task, that can look up
images online and print them out to show the different elements of art and design. Depending on
ability they may only represent 2-3 of the panels and can either presents their knowledge orally or
in written format.

LINE, COLOR, VALUE, TEXTURE, SHAPE, SPACE, & FORM

Reflection:

Lesson 4: Table Top Twitter

Teacher: Miss. From
Grade: 10
Time: 10-15 mins

Overview: As artists, we all need a second “set of eyes” on our work. We need to know how

12
our work can be improved and what it is we are doing well at. We need to understand how our
audience perceives our work. Sometimes students can spot issues on our own, but as young
artists they often will need input from the teacher and most importantly from their peers. This is
where critique becomes an important part of an artists development, and starting it early in their
art education. The table top twitter is a low key way to begin the dialogue and language needed to
develop professional criticism when talking about others work. Students simply walk around and
view their peers wok and write “tweet” on sticky notes about what they like or what they think
could be improved on.

Goals:
1. Everyone participates
2. Students learn to give and receive critiques
3. Students are able to be respectful and appreciative of all art works.

Objectives:
Drawings: Articulate and Evaluate: Student will use the vocabulary of art criticism to develop and
accept analysis of their own work.

Main Ideas: The purpose of this activity is to get students into the right mind frame for what
a critique could look like. By starting the students off with a simple critique process the idea is to
build on that to get them ready for a more serious critique later in their art education.

Inquiry Question: Why is it important to critique our artwork?

Key Guiding:
● What do you like about the persons artwork?
● What do you think they could improve on?
● What suggestions do you have for them?
● What would you keep or what would you change?

Pre-Lesson Considerations: Sticky notes,

Content:
-Introduction (2 min): Begin with a simple introduction to the importance of learning to
give and receive positive criticism. Have students recognize what words are appropriate for
critiques and how to be professional about using them. Had students a handout with key words to
use and guide them through writing their messages.
-Transition (30 sec): Have students get up and lay their art out on the tables.
-Activity (5 min): The students move around to each table where art work has been laid
out. They each have a couple of sticky notes where they write their “tweet” and then stick it
beside the person’s art. They are able to read each other’s comments and respond back to each
other by posing another question or comment.

13
-Conclusion (3-5 min): Once time is up the “tweets” will be posted so after reflection
and any time during our unit study they can return and add thoughts as we build our critique skills.

Assessment: Formative, Participation marks

Accommodations: Depending on level of ability, students can also chose to perform this
with a partner and have then scribe for them. They may also do this verbally and tell the person
they are critiquing their ideas.
Reflection:

ART 30
Art 30 2018 Semester Plan 5 credit Miss. Miranda From
Creative Journal 30% Major Projects 30% Final Year Project
40%
1. Sources of Images
1. Developing Skill & Style 10% Personal Portfolio
10 % Story of an Artist
Students will choose a 20th Century Artist and Students will create five
Using many drawing movement then complete a research project. works that represent the
techniques students will be They will look at: artist that they are.
asked to make a journal entry
everyday to allow them to -environment They will focus on
develop a: -their personal situation creating works that have:
-historical events - a personal style
-theme -Social norms - inspiration of art history
-personal style research
2. Transformation Through Time - meaning to the artist
2. Develop and Solve Design 10% - a theme
Problems 10% Self Portrait - quality and relationship
Students will choose a self portrait of an to each other.
Using a variety of mediums Artist whose artistic movement applies to
and techniques students will their own artistic style. They will then create Works must be presented
explore the preplanning of a portrait of themselves looking at the artist’s: in a manner that can be
their: displayed in the final Art
-experiences show.
-Major Projects -cultural impact
-Final Year Project -stylistic identity Work 1 = /20
-relationship to the environment Work 2 = /20
Work 3 = /20

14

3. Develop Art Critiquing
Techniques 10%
Using their appreciation for
art and the vocabulary of art
criticism students will
analyze their work and the
work of others through the
reflection in their journal:
-during the creative process
-after the completion of each
project.
3. 20th Century Artists Work 4 = /20
Similarities & Differences Work 5 = /20
10%
Comparing Contemporary Culture
Students will choose a 20th Century Artists Total /100
piece as inspiration to a piece of their own.
They will create a work using the same
subject matter and their own artistic style.
They will look at the similarities &
differences of their art vs. the artists.
Focusing on:
-being subjective vs. analytical
4. Impacts of Images
10%
My Contemporary Culture
A. Students will choose one of the following
issues in which they have interest in making a
statement about:
-Local -Political -Social
They will make their statement through
questioning sources of images that are
relevant of significant to their own
contemporary culture.
B. Students will choose to depict important
aspects of their life by using images that are
relevant or significant to their own
contemporary culture.

5. Collaborative
Assignment
10%
To Be Announced

Month September October November December

Units Unit 1: Elements Unit 2: Story of Unit 3: Self Unit 4: Final Projects
and Principles of An Artist Portraiture, Ends December 21st
Design September October 1st- 26th Cultural Art
4th- 28th End November (PIP Project)
Unit 3: Self 16th
Portraiture,
Cultural Art Unit 4: Final
October 29th Projects
Start November
19th

Specific Record Investigate Relationships 1

Outcomes Communicate Articulate and Relationships 2

15
 Evaluate
Components 1 Components 2
Components 1
Organizations 1 Organizations 1
Components 2
Impact of Images Organizations 2
Organizations 2
Impact of Images
Sources of Images

Transformation
through time

Major Intro to the Intro to Art A discussion about

Principles of art and History self discovery and
Teaching design how students are to
and Into/ the Intro to proper / now use this time
importance of appropriate art effectively to
Learning exploring your research represent
Activities environments themselves as
A conversation artists.
Explanation of how around fraud and
to use technology how to properly Introduce them to
as a tool for site artists and some simple time
gathering ideas. their art work. management skills

Recap on the Have students

basics of facilitate their
portraiture learning

Resources

Formative Student/ Teacher Student/ Teacher Student/ Teacher Student/ Teacher

Conference Conference Conference Conference

Sketchbook prep Sketchbook prep Sketchbook prep Sketchbook prep

Summative Reflections Reflections Reflections Reflections

Critiques Critiques Critiques Critiques

3x3 3x3 3x3 3x3

Final Project using Final Project using Final Project using Final Projects using

16
 Arts Propel Rubric Arts Propel Rubric Arts Propel Rubric Arts Propel Rubric

Unit 1: Elements and Principles of Design

Date: September

Summary/Overview:
The Purpose of this unit is to get students thinking like artists again. They will be reminded of the
different art elements and principles every artists uses when creating artworks. This unit will begin
with a simple introduction of each element where they will provide their own examples in their
sketchbook to refer to whenever needed. Students will then go out and explore their school looking
at how the elements are used on a daily basis are all around them. They will photograph these
examples and post their favorite image on our Google classroom page. Students will finish the unit
by creating their own representation of their three favorite images they took earlier and also using
an artist of choice for inspiration.

Rational:
In this introductory unit students will be furthering their understanding of the elements and
principles of art. This unit is presented at the beginning of the year to inspire and also prepare the
artists for higher level art. The intent is for students to develop their technical skills in perceiving,
responding to, creating and communicating about a variety of images that will lead them through
their final year in high school art. The idea is for them to continue to use these elements throughout
the semester when working on their major assignments. The student’s will continue developing
their own personal art style, with opportunities to work independently and collaboratively while still
referencing art history.

Inquiry Question: How can we use everyday settings to show our understanding of “ The
Elements and Principles of Art”

Essential Questions:
-How can our surroundings influence our art making?
-In what ways are the art elements important when creating art?
-How can the art elements influence future art?
-How have the art elements been used in the past?

Lessons:
1. Art Elements Video (sketchbook examples)
2. Real life examples of the elements (photographs)
3. Recreating the elements (larger assignment)

Resources/Materials:
-YouTube
-Pinterest
-Cameras/phones
-Sketchbooks

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-Pencils

Teacher Resources:
● YouTube
● Google Classroom
● Pinterest
● Sketchbooks
● Exemplars
● Mentor Teacher

Activities/APPs:
● Pinterest
● Google Classroom
● Photo Editor App

Evaluation:
● observations
● completion of activities/projects
● classroom participation
● following instructions
● staying on task
● rubrics
● evidence of artistic techniques applied
● evidence of creativity and quality on craftsmanship

Notes:

First Week Plans

Day 1:
-Course Outline
-Exquisite Corpse Activity
-3x3 Sketchbook Activity

Day 2:
-3x3
-Remembering how artists use “The Elements and Principles of Design” in their
artwork.
https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PL3JQQLntcvbjEJFsFVIQ
eBdmtEHhZpffD
-For each video students will complete a small sticky note size example in their
sketchbooks

Day 3:
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 -3x3
-Introduce Elements and principle assignment
-Students will go around the school and take pictures to display each element and
principal
-They will post on Google classroom their favorite image and what element or
principle it represents.
-Begin planning their image to represent 3 of the elements/principles, using artist
for inspiration.

Day 4:
-3x3
-Work on assignment

Day 5: Fun Friday

-To be determined

Lesson 1: Exquisite Corpse

Teacher: Miss From
Grade: Art 30
Time: 30 mins
Overview: This lesson explores the element of chance in art making. Often times, during the
creative process, mistakes and unexpected outcomes can generate interesting ideas and images.
This lesson is also a great icebreaker activity to complete with students on the first day of class as
is gets them interacting with each other.

Goals:
1. To examine the role of chance in artworks.
2. To understand the ongoing process of creating artwork.
3. To relate different objects/subjects/forms/ideas.
4. To learn and employ problem solving skills.
5. To work collaboratively.
6. To successfully present ideas together.
7. To create artwork in a relaxed setting.

Objectives:
Drawing: Record: Students will be able to combine description, expression, and cognition in the
drawing process.
Drawing: Communicate: Students will investigate varieties of expression in making images.
Compositions: Organizations 1:Students will experiment with various representational forms.

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Encounters: Impact of Images: Students will become aware of the relationships between function
and for in artistic productions.

Main Ideas: The main purpose of this assignment is for students to interact with their peers
on the first day of school to get to know each other. It is a way to start the year of with a relaxed
and fun activity to all the nerves of both the students and teacher to settle.

Inquiry Question: To what extent can we work together in groups to create a

collaborative artwork?

Key Guiding:
● What are some different organic and inorganic shapes we could use when creating the
corpse?
● What animal features could be added to your piece of the corpse?
● When looking around the room are there any shapes that may inspire us ?

Pre-Lesson Considerations: Make sure students have their name tags

Pre-set up: Pencils, paper, name tags
Content:
-Introduction (5 min): Start the lesson by asking students if they ever played Telephone
as a child. How did the message change over time? Explain how the exquisite corpse is in a way
the same idea but instead using paper and drawing out the ideas.
-Activity (30 min): Group students in teams of five. Using letter-size drawing paper, have
students fold the paper into three sections. On the top section, one student will draw a “head,” the
middle section a “torso,” and the bottom section the “legs.” Give students 5 minutes each for
drawing, and then fold the paper over to conceal the image, and pass to the next artist. Remind
students to extend their drawing into the next section so that the next artist knows where to begin
his or her drawing. When finished, open the sheet to reveal a strange and disorienting creature. It
is important to note that the body is open to interpretation; the figure can be part human, part
animal, and part alien. The body can take the form of a building or an amoeba. Encourage
students to think imaginatively.
-Conclusion (5 min): Have the groups name and then share their corpse with the rest of
the class to view. Hang the corpse up on the wall.

Assessment: Formative, Participation

Reflection:

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 Lesson 2: 3x3
Teacher: Miss From
Grade: Art 30
Time: 10-12 mins
Overview: This lesson is designed to have students sketching on a daily basis in a low-key
setting. This lesson gives students the opportunity to explore drawing in different mediums and
experience many different still life. The activity is timed to allow students to just draw what they
see and to not have too much time to really think about what it is they are drawing. It is a way to
start every class and set the foundations for the rest of the class.
Goals:
5. To get used to working on quick sketches
6. To loosen up before beginning a larger activity
7. To learn to not invest so much time into a still life
8. To focus on drawing what you see and not what you think you see
Objectives:
Drawings: Investigate: Students will develop and refine drawing skills
Drawings: Articulate and Evaluate: Students will use the vocabulary and techniques or art
criticism to analyze and evaluate their own works.
Encounters: Transformations Through Time: Students will analyze the factors that generate
works of art.

Main Ideas:
The main idea for this activity is so that students learn that drawing doesn’t have to be
something that takes a lot of time, some of the best artworks were sketches done within a time
limit. This is meant to have students focus on the still life and draw what they see rather than
what they may think they are looking at. They will complete a small response afterwards to work
on self-reflection.

Inquiry Question: To what extent can a timed still life drawing session improve our
drawing skill when done on a daily basis?

Key Guiding:
- What features in the still life stand out the most to you? Draw that.
- What organic and inorganic features are present?
- How can we use The Elements of Art and Design to aid in our drawing practice?
Pre-Lesson Considerations:
Have a still life set up.
Have extra paper for those who forgot their sketchbooks.
Have pencils available for those without one.

Content:

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-Introduction (1 min): Begin everyday with a small introduction to drawing still life;
give them any tips or ways of incorporating any elements we might be working on at that time.
-Transition (1 min): Talk a bit about the still life they are looking at, have students
gather their supplies and settle into their seats.
-Activity (10 min): The activity begins with students taking a seat around the still life,
They are asked to create three thumbnail sketches each one lasting three minutes. They can
create them as big as they want in their sketchbooks however keeping in mind the time frame,
this is where they are encouraged to not worry about getting the entire still life drawn but rather
focus on a small section to put the most effort into. Once they complete their first three minutes
the students will get up and change locations around the still life to see a new side of it. They will
do this one more time.
-Conclusion (2 min): Once all three sketches are complete and time is up, students will
be encouraged to write a quick response in their sketchbook reflecting on the process they went
through. Every day there will be new things added and their reflections should reflect on their
experience or just simply a comment on how they were feeling that day.

Assessment: These sketches will be worth 10% of their overall grade, this is where
students are working towards developing their drawing skill on a daily basis. I will be walking
around with a simple checklist to mark down those who are participating in the activity and then
give them a participation mark for that day. The intent is to have this at the beginning of class so
students arrive on time and ready to work.

Accommodations: For the students that are unable to perform this task I will can take a
photo of the still life before hand and they can use the light box to trace over top of the photo to
build their fine motor skills.
Reflection:

Lesson 3: Using the Art Elements to Create Art

Teacher: Miss From
Grade: Art 30
Time:

Overview: The purpose of this lesson it to go through a series of simple design exercises
to further the understanding of the Principles of Art and Design and for students to learn how
each one can be developed within a structured composition.
The lesson will begin with a introductory video on each element and principle, allowing students
to write notes and make quick sketches on each. For this activity students are encourage to go
out in their surrounding and find the elements and principles. They will then take photos of them
and later use these photos as inspiration for a work of art.

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Goals:
5. To learn the basic Principles of Art and Design (balance, unity, movement, rhythm,
pattern, contrast and emphasis).
6. To understand each principle more completely.
7. To realize how these elements are used in all art works.
8. To begin developing personal artistic style
9. To use an artist as inspiration

Objectives:
Drawings: Record: Students will begin to achieve personal style
Drawings: Investigate: Students will develop and refine drawing skills
Compositions: Components: Students will use personal experiences as sources for image
making.
Compositions: Relationships 1: Students will develop and solve design problems
Encounters: Sources of Images: Students will use art history as inspiration

Main Ideas: This lesson is designed to familiarize students with the elements and
principles that they should have been taught in previous art classes. It is always a good idea to
go back to the basics and allow students to get back into the ways of thinking and developing
their art skills. The idea is for these higher level artists to begin thinking about their portfolios and
how these elements and principles are key components when submitting works of art to post
secondary art schools.

Inquiry Question: How can we use Art Elements and Principles when creating works of
art?
Key Guiding:
4. How many different elements and principles are there?
5. Can we combine the elements and principles in the same work of art?
6. What can you notice from other works of art how the elements and principles have been
used?

Pre-Lesson Considerations: What previous knowledge do students have of the

elements and principles?
How are these elements and principles important when thinking about and then creating works
of art?

Pre-set up: Have the videos loaded; make sure that the supplies is available for students.

Content:
-Introduction (60 min): We will begin the lesson with a introduction to each element
and principle. Students will watch YouTube videos on each one and take note or draw simple
images to remind them what each one means.
https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PL3JQQLntcvbjEJFsFVIQeBdmtEHhZpffD
After each video there will be a small group discussion to review what was mentioned and a

23
chance for questions to be asked.
-Transition (20 min): Students will share with each other what they learned and how
they feel these elements and principles are important in their own art making.
-Activity (3 x 80 min): Students will begin by getting in pairs, they will then have a
class to go around the school and record with photo evidence the different art elements and
principles. These photos are important, as students will then use them to create an art piece of
their choice that is referenced from their three favorite photos. The students are also used to
include and artist of choice who either inspires them by the media the use, how they set up their
composition, or how they may include the elements and principles in their own works of art. The
students will do their planning in their sketchbook, and once they have presented their ideas to
me, they will then create their artworks.
-Conclusion (5-10 min): After each class there will be a small group discussion of
what we learned that class and share our ideas to each other. The idea is to get the student
talking and expressing their ideas out loud for their peers to hear, starting this early will hopefully
set the standards and expectations of participating in critiques.
Assessment: Is based off of the Art’s Propel Rubric
The students will be marked for the work they do in their sketchbook and then a final mark for
the completion of their project.
Accommodations:
Reflection:

Arts Propel - Project Zero Assessment in the Arts.

1. Production
Craft
Student has control over elements, principles, and materials of the visual arts.
Pursuit
Student can develop a work or a problem over time and in depth.
Inventiveness
Students experiments with materials, solves assignments in imaginative ways initiates own
projects.
Expressiveness
Students’ works show depth of feeling: student’s images are powerful, sensitive or
evocative.

2. Perception.
Awareness of Sensuous Aspects of Experience
Student is aware of visual and non-visual sensory experiences, and can draw upon these in
her/his work.
Awareness of Qualities of the Materials
Student is aware of uses and limitations of materials, and can make discriminations among
similar types of materials.
Capacity to Make Discriminations and Connections about Art
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 Student notices technical, functional, aesthetic, properties of art from various genres,
cultures.

3. Reflection
Ability and Proclivity to Assess Own Work
Student can articulate and defend judgments about his/her own work.
Ability and Proclivity to Take on Role of Critic
Student can articulate and defend judgments about others work.
Ability and Proclivity to Use Criticism and Suggestions
Student can use criticism to Improve.
Ability to Articulate Artistic Goals
Student can talk about goals as an artist, and the role of art in her/his life.

4. Approach to work.
Engagement.
Student works hard, carries projects through to completion, pays attention to details, meets
deadlines.
Ability to work independently
Student can work on a project independently for long periods without distraction.
Ability to work collaboratively
Student can cooperate with others and is willing to help others when needed.
Ability to use cultural resources
Student can make use of resources for art making (eg. Books, museums, tools, experts)

Things to keep thinking about…

1. My rules. Respect, Respect yourself, Respect others, Respect the school
2. Seating plan, I don't believe this is something I will have. In art I want my students to work
where they feel most comfortable and productive. If there are issues then I will speak with
them about moving to a more productive location.
3. My fun Fridays….These are designed to be a time when we move away from our more
structured daily assignments and where students can let loose before the weekend and
create an art piece in one class time. Here is where they can experiment with new mediums
and it also gives me a chance to teach them skills that may not be easily incorporated into a
unit.
4. What my classroom will look like…. The classroom I am getting was under development
when I went for my orientation … so I am expecting there to be some challenges in that but
also an opportunity to work with my mentor teacher in creating a fun and positive space for
students to create their art.

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