Your name: Kendall Sparkman

Suggested Grade Level: High School

Title of unit: Elements of Art Globes

Big Idea: Elements of Art: Line, Shape, Texture, Value, Space, Form, and Color

Rationale/Description of Learning:
This unit is designed to show and challenge students to incorporate the Elements of Art into their
work, as well as show them how they may already be incorporating the elements into their art
naturally. This project allows them to create the art they are wanting, but also challenging them to find
ways to utilize the Elements of Art. They are seeing themselves as a participant in visual art and
design by experiencing and using art terminology in their work. This aligns with Standard 4. Relate
and Connect to transfer. They are learning to incorporate art language into their vocabulary. They are
observing what is looks like to use the Elements of Art and the meaning behind them, relating to
Standard 1. Observe and learn to Comprehend.

Standards: Include grade level, Standard name, GLE and EOs (use the 2020 standards)
 High School, Standard 1. Observe and Learn to Comprehend
Grade Level Expectation:
o Utilize the inquiry method of observation and the language of visual art and design to
gather information and determine meaning.
Evidence Outcomes:
o Develop observation skills to generate and synthesize ideas and interpret communicated
meaning.
o Connect and compare information gathered through observation in order to articulate the
human experience.
o Discern and interpret nuances of meaning and intention of visual art and design across
cultural contexts.
o Critically analyze the origins of visual art and design across cultures.
o Analyze visual art and design traditions to understand the influence of historical and
cultural context on works of art and design.
o Identify unexplored ideas to gain understanding of works of art.
o Research and document visual art, design and architecture identifying various themes that
communities experience across cultures and throughout time.
o Connect unexplored works of visual art and design to the lives of students.
o Identify and analyze innovations in visual art and design from diverse cultures to inform
about the present and future works of art.
o Analyze and debate the consequences of replicating images or icons that are culturally or
spiritually sensitive.
o Examine how connotation and denotation are used in visual art and design to express
multidimensional concepts.
o Compare personal work within the larger discourse of visual art and design practices to
identify purpose and function.
o Critically analyze selection of materials that inform conceptualization and expression of
ideas and aesthetic experience.
o Investigate and articulate the aims of disparate art practices to foster critical thinking about
visual art and design.

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  High School, Standard 4. Relate and Connect to Transfer
Grade Level Expectation:
o Utilize the inquiry method of observation and the language of visual art and design to
gather information and determine meaning.
Evidence Outcomes:
o Research and analyze the ways visual artists, designers and scholars express personal views
and beliefs and how these perspectives have a social context that enlarges the meaning of
an artwork beyond the individual maker.
o Discern the complexity of visual art and design to interpret and articulate historical
paradigms in cultural context.
o Analyze and evaluate how works of art previously created across time and culture can
influence the work of practicing artists today.
o Use reasoning to identify problems and conceive solutions in artmaking that demonstrate
independent judgment.
o Transfer and integrate concepts and skills to inform innovative ideas and solutions.
o Demonstrate autonomous meaning-making and problem-solving skills to create works that
reveal agency in thinking.
o Work collaboratively to share knowledge and apply learning in new and unexpected
contexts.
o Engage in curating processes that invoke social, cultural and potential discourse.

Enduring Understandings:

Students will experiment with using each of the Elements of Art.

Students will be challenge to be a participate in the visual art and design

Essential Questions:
How can the Elements of Art enhance my art?
What value do the Elements of Art have?
How do I already incorporate the Elements of Art into my work?
How do I struggle with adding the Elements of Art into my work?

Unit Goals:
 Students will research and analyze the ways visual artists, designers and scholars express the
Elements of Art within their personal creations and see the value behind using these elements.
 Students will show personal interests through their theme and relate and connect how the
Elements of Art can express their theme.

Objectives from lesson plans and sketches:

Artists will learn or review the meaning behind line, color, value, shape, space, form, and texture.
Artists will plan ways to emphasize each element on a different side of their square.

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Topic Map:

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Pre and Post Summative Assessment Plan:
Pre-Assessment: Ticket out the door (prior to teaching this lesson) Asking: There are 7 Elements of
Art. Can you name as many as you know?
Post Summative Assessment: Through a rubric, students will identify what each Element of Art is and
how they used it in their globe. I will see how many they were able to identify before the unit and see
how many they are able to name and incorporate in their art post learning about the Elements.

Content Integration: When creating the globes the measurements of each paper need to
mathematically correct and precise in order to make edges line up. Within this lesson we practice
drawing cubes, pyramids, and other geometric shapes that are incorporated into relevant math
classes. Globes can incorporate or be influenced by poetry, books, or other forms of literacy.

Outline of Lessons:
Teacher Will
One  Asses knowledge of
Elements of Art from
students by a ticket out
the door.
Two  Present slideshow on
the Elements of art to
explain.
Three  Introduce theme and
how to pick a theme that
connects to them.
Four  Provide students with
squares and materials to
start designing 6 sides
of their globe.
Five  Allow for work time
and help students as
needed.
Six  Demonstrate how
students will construct 6
squares into a globe.
Seven  Explain rubric and how
the grading will be
assessed.
Students Will
 Present any prior
knowledge about the
Elements of art through
a ticket out the door.
 Take notes in a note
catcher.
 Decide on a theme that
connects to them that
will be able to
incorporate all Elements
of Art and begin
planning their squares.
 Begin making their
theme into a globe with
each side showing at
least one Element of
Art.
 Continue their Globe
creations.
 Build their globes and
complete project.
 Fix and Finish globe
and complete self-
evaluation rubric.

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Visuals:

Elements of Art Slide Show-

https://docs.google.com/presentation/d/1l-
_6kWv8T3lAToPbyJqLxsuEW86LPiOtX0BRHeTXzKo/edit?usp=sharing

Examples Squares:

Shape Space

Color Value

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Texture Line

Resources:
https://youtu.be/8UVNT4wvIGY Somebody That I Use To Know music video
https://youtu.be/QogrJn51cxs Behind the scenes of the video making

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Bibliography:
Guasch, Gemma, and Josep Asuncion. Color: Creative Painting. Barrons Educational Series, 2005.

Appendices:
A. One Lesson Plan from Unit

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B. Post-Assessment Rubric