Maiers 9.30 course template

HIGH SCHOOL GRAPHIC DESIGN AND MULTIMEDIA ART

STUDENT: Amy Maiers

PHONE: 785-393-5788

E-MAIL ADDRESS: [email protected]

GRADE LEVEL: 9-12 COURSE/SUBJECT AREA: Graphic Design and Multimedia Art : COURSE/SUBJECT AREA PURPOSE/OUTCOME:

Students will define the Elements of Art and the Principles of Design, techniques and processes on creating art, and explain how art plays a role throughout history and in everyday life. They will create works to examine the processes and techniques of art and justify the subject matter. Students will critique their own and others’ artwork, giving support for their recommendations.

SUMMARY OF HIGH ACHIEVEMENT UNIT OUTCOMES AND COMPONENTS

HIGH ACHIEVEMENT UNIT OUTCOMES OUTCOME COMPONENTS

1. Students will define the elements of art and

principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of design in their art work.

1 Identify the Elements of art: line, shape, form, value, color,

space, texture

2 Compare and contrast the use of the Elements of art within

various artworks

3 Identify the Principles of design: variety, emphasis, repetition/

pattern, balance, unity, proportion, rhythm

4 Compare and contrast the use of Principles of Design within

various artworks

5 Create art products using both elements of art and principles of

design

2. Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.

1 List different types of art forms, cultures, art movements/ styles

2 Differentiate between cultures by categorizing their art forms

and art styles/ movements

3 Investigate the influence of art globally through cultures

4 Investigate the influence of art in history and how art is affected

by historical events

3. Students will apply techniques and processes to create art and justify subject matter chosen.

1 Define vocabulary and identify tools and techniques

2 Describe and give examples on uses of equipment and

processes

3 Demonstrate the proper techniques and processes through

working on art work

4 Justify decisions and judge the use of subject matter either

orally or written.

4. Students will critique artworks to evaluate and interpret decisions made by the artist/s. They will

propose ideas in which others can implement within their work.

1 Evaluate others’ art work through verbal critique and analyze

techniques to recommend improvements

2 Evaluate art work through written critique and draw

conclusions as to the decisions that artists make to create

3 Construct an artist statement that justifies their decision making

and opinions of their own art work


Page 1 of 6 pages for Outcome # 1

Outcome: Art 1

Students will define the elements of art and principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of design in their art work.

Component: 1.1 Identify the Elements of art: line,

shape, form, value, color, space, texture

Criterion: Students will be able to label 6 out of 7

elements of art within several artworks.

Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√):

Assessment Description:

The student will verbally identify the elements of art within an artwork during discussion, the teacher will check

off each element on a chart that has the names on the side and the elements across the top.

The student will label on a reproduction of an artwork the different elements of art.

Context:

The Student needs to have the tools to explain why art is aesthetically interesting and/ or pleasing.

Teacher Methods

Present a power point that

covers the elements of art

Display several different types

of art slides and model how to identify elements of art within

the artwork displayed.

Collaborative learning

Student Activities Hold discussions about

elements of art and how they are used within an artwork

Students point out examples within artworks

Students label reproductions of artwork with the elements

of art

Resources

Power point on elements

of art

Chart checklist

Different copies of artworks

Extensions:

Print out power point slide handout for students to take notes on.

Copy this page for each outcome component.



Outcome: Art 1


Component: 1. 2 Compare and contrast the use of the

Elements of art within various artworks . Criterion: The Student will be able to describe within

several art works the use of the elements of art at least 80% of the time.



Students will compare and contrast elements of art within three to five different artworks during discussion and

the teacher will use tally marks beside their names for each contributing comment.

The student will use a Venn Diagram to compared and contrast two artworks using each element of art as a topic. Context:

Student needs to be able to compare and contrast artworks to get a better understanding of different

techniques and processes that artists use.

Teacher Methods

The teacher will review the

elements of art


Student Activities

Students will discuss the

differences and similarities of the use of elements of art

within artworks

Student will choose two

reproductions of artwork and compare and contrast using a Venn Diagram

Resources

Venn Diagram


Extensions:

Working one on one with students to check understanding.




Outcome: Art 1


Component: 1. 3 Identify the Principles of design:

variety, emphasis, repetition/ pattern, balance, unity, proportion, rhythm

Criterion: Students will be able to label 6 out of 7

principles of design within several artworks.



The student will verbally identify the principles of design within an artwork during discussion, the teacher will

check off each principle on a chart that has the names on the side and the principles across the top.

The student will label on a reproduction of an artwork the uses of the different principles of design.

Context:

The Student needs to have the tools to explain why art is aesthetically interesting and/ or pleasing

Teacher Methods

Present a power point that covers the principles of design

Display several different types of art slides and model how to

identify principles of design within the artwork displayed.


Student Activities

Hold discussions about Principles of design and how

they are used within an artwork

Students point out examples within artworks

Students label reproductions of artwork with the principles of design

Resources

Power point on principles of design

Chart checklist

Copies of different

artworks

Extensions:




Outcome: Art 1

Students will define the elements of art and principles of design and interpret the uses within a variety of

artworks. They will apply the elements of art and the principles of design in their art work.

Component: 1. 4 Compare and contrast the use of

Principles of Design within various artworks Criterion: The Student will be able to describe within

several art works the use of the principles of design at the

minimum of 80% of the time.



Students will compare and contrast principles of design within three to five different artworks during discussion

and the teacher will use tally marks beside their names for each contributing comment. The student will use a Venn Diagram to compared and contrast two artworks using each principles of art as a

topic.

Context:

Student needs to be able to compare and contrast artworks to get a better understanding of different

techniques and processes that artist use.

Teacher Methods

The teacher will review the

elements of art


Student Activities

Students will discuss the

differences and similarities of the use of elements of art within artworks

Student will choose two reproductions of artwork and

compare and contrast using a Venn Diagram

Resources

Venn Diagram


Extensions:

Working one on one with students to check understanding.




Outcome: Art 1

Students will define the elements of art and principles of design and interpret the uses within a variety of

artworks. They will apply the elements of art and the principles of design in their art work.

Component: 1. 5 Create art products using both elements of art and principles of design

Criterion: The student will create art products that uses 6 out of the 7 elements of art and 6 out of the 7 principles of

design.

Formative Assessment: Oral (√): Written (√): Product (√): X Performance (√):


The student will create a product that incorporates the use of both the Elements of art and the Principles of design

and the use of a rubric.

Context: Creating an art product is a hands-on experience that helps students understand more fully the elements

and principals.

Teacher Methods

Discuss the artwork that they will need to create with all

parameters involved.

Demonstrate the art processes

that the students will need to produce work

Model how to brain storming

Interview each student about

their plan/ brain storming

Observe students working and

assisting as needed

Student Activities

Discussion to clarify product parameters

Review and practice art processes

Verbally confirm plan with teacher

Create artwork

Resources

List and definitions of elements of art and

principles of design

Grading rubric

Journal/ sketchbook for brain storming

Materials for art product

Extensions:

Adjust rubric for sped students (5 out of 7 elements and principles). Give more time for students who are

struggling.



of 6 pages for Outcome # 1

Summative Assessment for Outcome # 1 This is the outcome: Students will define the elements of art and principles of design and interpret the uses within a variety of artworks. They will apply the elements of art and the principles of

design in their art work. Description of the Assessment:

Students will identify the elements of art and principles of design within their own artwork and analyze

the importance of the use the elements and principles through verbal presentation.

Guidelines for Administering the Assessment:

The teacher will have the student present orally their assessment of the artwork they produce.

Criteria Used for Determining Adequacy of the Assessment:

a check list for the elements of art and the principles of design

Techniques for Scoring the Assessment:

Using a check list for the elements of art and the principles of design the teacher will check off each one mentioned during presentation and

New Context for Transfer:

When visiting an art museum or observing art, Students will have the tools in which to understand and discuss art

in a clear and concise manner.

Copy this page for each outcome only.



Outcome: Art 2

Students will compare and contrast cultural arts to determine the role of art globally and analyze the history that influenced artists.

Component: 2.1 List different types of art forms,

cultures, art movements/ styles

Criterion: Students will be able to match various

artworks with their art movement/ styles, culture, and

type of media used with an (at the minimum) of 85%

accuracy.


Assessment Description: Students will take notes and be able to talk about artwork shown and be able to match the artwork with a culture,

an art movement/ style and the type of media.

Context:

Students can discover which art movement/ style they enjoy, see how and why cultures create art, and be

able to identify how an artwork is made.

Teacher Methods


Brain storming

Review and quiz through game host

Student Activities

Students will research a culture or time period and

pull 5 artists and their artwork and write notes ion their journal/ sketchbook

share with the class the art movement, the culture, the

artists, the artwork and the media

Students will team up and

play an interactive game

Resources

Time line around art

room

Posters

Reproductions

Books

Internet

PowerPoint

presentations

Jeopardy game

Extensions:





Outcome: Art 2


Component: 2.2 Differentiate between cultures by

categorizing their art forms and art styles/ movements

Criterion: Students will be able identify cultures by their

art forms and styles/ movements with an (at the

minimum) of 85% accuracy.



Students will take notes and be able to talk about artwork shown and be able to match the artwork with a culture, an art movement/ style and the type of media.

Context:



Teacher Methods


Brain storming

Review and quiz through

game host

Student Activities

Students will research a

culture or time period and pull 5 artists and their artwork and write notes ion

their journal/ sketchbook

share with the class the art

movement, the culture, the artists, the artwork and the

media

Students will team up and

play an interactive game

Resources


room

Posters

Reproductions

Books

Internet

PowerPoint

presentations

Jeopardy game

Extensions:





Outcome: Art 2


Component: 2.3 Investigate the influence of art

globally through cultures

Criterion: The student will research a culture and be

able draw 3-4 conclusions to determine the influence of

the culture’s art within the global society.

Formative Assessment: Oral (√): X Written (√): X Product (√): X Performance (√): X


The student will create a power point presentation of an artwork/ artist and the culture that influenced this. This Ppt. will have 10-15 slides and be graded with a rubric. The student will also create an artwork that is influenced

by the artist or artwork. The student will present their findings to the class.

Context:



Teacher Methods

Introduce the guidelines for

the project and the PowerPoint presentation

Demonstrate how to use the PowerPoint program and get

information from the internet and cite all images and information

Discuss with each student their choices

Work one on one with students to ensure learning


Student Activities

Research an artist and create a PowerPoint presentation

using the provided guidelines

Choose the type of art they

will be influenced by

Create an art product

Orally present to the class the PowerPoint presentation

Resources


room

Posters

Reproductions

Books

Internet

PowerPoint presentation

guidelines

Art Materials and

supplies

Artwork evaluation/

rubric

PowerPoint Rubric

Extensions:

Provide extra time for writing exercises, and write out detailed timelines for pacing with SPED students.

Get assistance from English/ reading and SPED teachers. Reduce number of slides if needed and

simplify instructions as needed.




Outcome: Art 2


Component: 2.4 Investigate the influence of art in

history and how art is affected by historical events

Criterion: The student will research an art movement

and be able draw 3-4 conclusions to determine the

influence of the movement within history.

Formative Assessment: Oral (√): X Written (√): X Product (√): X Performance (√): X


The student will create a power point presentation of an artwork/ artist and the culture that influenced this. This

Ppt. will have 10-15 slides and be graded with a rubric. The student will also create an artwork that is influenced

by the artist or artwork. The student will present their findings to the class.

Context:



Teacher Methods

Introduce the guidelines for

the project and the PowerPoint presentation

Demonstrate how to use the PowerPoint program and get

information from the internet and cite all images and information

Discuss with each student their choices

Work one on one with students to ensure learning


Student Activities

Research an artist and create a PowerPoint presentation

using the provided guidelines

Choose the type of art they

will be influenced by

Create an art product

Orally present to the class the PowerPoint presentation

Resources

Time line around art room

Posters

Reproductions

Books

Internet

PowerPoint presentation guidelines

Art Materials and supplies

Artwork evaluation/ rubric

PowerPoint Rubric

Extensions:

Provide extra time for writing exercises, and write out detailed timelines for pacing with SPED students.

Get assistance from English/ reading and SPED teachers. Reduce number of slides if needed and

simplify instructions as needed.



Summative Assessment for Outcome # 2 This is the outcome: Students will compare and contrast cultural arts to determine the role of art globally and analyze the history

that influenced artists. Description of the Assessment: The student will present their power point presentation of an artwork/ artist and the culture that influenced this and their own personal art work.


The teacher will have the student present orally.


Using a rubric that covers oral presentation, information covered, and the correlation from artist/ art to their own

work.


Using a rubric that covers oral presentation, information covered, and the correlation from artist/ art to their own work.


When visiting an art museum or observing art, Students will have the tools in which to understand and discuss art

in a clear and concise manner.




Outcome: Art 3

Students will apply techniques and processes to create art and justify subject matter chosen.

Component: 3.1 Define vocabulary and identify tools

and techniques

Criterion: Within each art media, students will define

vocabulary and identify tools and techniques with 85% accuracy.

Formative Assessment: Oral (√): X Written (√): X Product (√): Performance (√): X


Students will take notes in their journal to define vocabulary, tools and techniques. Students will show proper use

of techniques and verbally label tools and define vocabulary within the art room.

Context:

Knowing the proper terms of equipment and vocabulary will allow for students to use and purchase

items on their own to be creative outside of class.

Teacher Methods

For each media introduced:

Introduce the concept, the history, the artists, the media

used, the tools needed

Demonstrate how to use tools

and techniques properly

Pass out supplies

Walk around to check understanding

Interview each student about idea/ concept

Correct improper use of tools, techniques and vocabulary

Student Activities

Discussion about techniques,

tools, equipment

Work on vocabulary either on worksheets or in journal/

sketchbook

Practice techniques

Verbally confirm subject matter with teacher

Create art products within each media introduced

Resources

Tools and equipment

Handouts about

techniques

Vocabulary work sheets

Journals/ sketchbooks

Books

Internet

Art supplies/ materials

Extensions:

Reteach and demonstrate to individual as needed.




Outcome: Art 3


Component: 3.2 Describe and give examples on uses

of equipment and processes

Criterion: The Student will demonstrate the uses of

equipment and processes with 95% accuracy.

Formative Assessment: Oral (√): Written (√): X Product (√): Performance (√): X


The student will use their journal to write notes about processes and equipment. They will then use the equipment

in the correct manner and demonstrate the different processes.

Context: Knowing the proper terms of equipment and vocabulary will allow for students to use and purchase

items on their own to be creative outside of class.

Teacher Methods


Introduce the concept, the

history, the artists, the media used, the tools needed

Demonstrate how to use tools and techniques properly

Pass out supplies

Walk around to check

understanding


idea/ concept

Correct improper use of tools,

techniques and vocabulary

Student Activities


tools, equipment

Work on vocabulary either

on worksheets or in journal/ sketchbook

Practice techniques

Verbally confirm subject

matter with teacher

Create art products within

each media introduced

Resources

Tools and equipment

Handouts about

techniques



Books

Internet


Extensions:





Outcome: Art 3


Component: 3.3 Demonstrate the proper techniques

and processes through working on art work

Criterion: The student will create an art work using

80%-95% of techniques and processes demonstrated by

teacher.

Formative Assessment: Oral (√): Written (√): Product (√): X Performance (√): X


The student will create a product that uses techniques and processes demonstrated by the teacher, the teacher will observe.

Context:

Knowing the proper terms of equipment and vocabulary and the processes will allow for students to use

and purchase items on their own to be creative outside of class.

Teacher Methods


Introduce the concept, the history, the artists, the media

used, the tools needed

Demonstrate how to use tools

and techniques properly

Pass out supplies

Walk around to check understanding

Interview each student about idea/ concept

Correct improper use of tools, techniques and vocabulary

Student Activities


tools, equipment

Work on vocabulary either on worksheets or in journal/

sketchbook

Practice techniques

Verbally confirm subject matter with teacher

Create art products within each media introduced

Resources

Tools and equipment

Handouts about

techniques



Books

Internet


Extensions:





Outcome: Art 3


Component: 3.4 Justify decisions and judge the use of

subject matter either orally or written. Criterion: The student will justify the use of their

chosen subject matter and be able to defend their

choice 100% of the time.

Formative Assessment: Oral (√): X Written (√): Product (√): Performance (√):


The student will justify their subject matter and why it fits within the requested criteria within a discussion with

the teacher.

Context: Student need to be creative and be able to think for themselves.

Teacher Methods


Introduce the concept, the

history, the artists, the media used, the tools needed

Demonstrate how to use tools and techniques properly

Pass out supplies

Walk around to check

understanding


idea/ concept

Correct improper use of tools,

techniques and vocabulary

Student Activities


tools, equipment

Work on vocabulary either

on worksheets or in journal/ sketchbook

Practice techniques

Verbally confirm subject

matter with teacher

Create art products within

each media introduced

Resources

Tools and equipment

Handouts about

techniques



Books

Internet


Extensions:




Summative Assessment for Outcome # 3 This is the outcome: Students will apply techniques and processes to create art and justify subject matter chosen.

Description of the Assessment:

The student will produce a product.


The teacher will observe the techniques and processes used by the student and interview the student about subject

chosen.


Rubric on subject matter, processes, and techniques


Using a rubric and observing


With the abilities to understand how to create art and researching art, the student can create for enjoyment

outside of the classroom.




Outcome: Art 4 Students will critique artworks to evaluate and interpret decisions made by the artist/s. They will propose ideas in which others can implement within their work.

Component: 4.1 Evaluate others’ art work through

verbal critique and analyze techniques to recommend

improvements

Criterion: The Student will give 5 valid comments that

suggest ways to improve others’ art work during a verbal

group critique.

Formative Assessment: Oral (√): X Written (√): Product (√): Performance (√):


The student will give 5 statements that recommend improvements or suggestions about ideas/ thoughts of other’s

art work, the teacher will use a tally system to record the number of appropriate comments.

Context:

Critiquing is a way to communicate effectively without insulting and hurting others’ feelings , but also

voicing an opinion and making decisions.

Teacher Methods

The teacher will discuss the reasoning behind critique and

the process in which it should be done.

The teacher will model the

critiquing process- giving good examples and bad

examples.

The teacher will tally mark

those who give adequate responses and prompt any student who has not shared or

verbalized during critique

Student Activities

The student will post their

work on the critique board and share with the class one thing that they like or think is

working and one thing that they wish they could change

or fix within their work.

The students will then open

discussion about the posted work, giving helpful advice and ways to improve

Resources

The critique corner

Students’ artwork

Other artists’ work

Extensions:

Give longer pause time for students that are struggling to share. Guide struggling students to see areas in

need of improvement by asking their opinion about it specifically. If still struggling do more of a private

critique one on one.




Outcome: Art 4 Students will critique artworks to evaluate and interpret decisions made by the artist/s. They will propose ideas in which others can implement within their work.

Component: 4.2 Evaluate art work through written

critique and draw conclusions as to the decisions that

artists make to create

Criterion: The student will write a one page paper on a

chosen art work and draw 5 conclusions about the artist’s

creative choices.

Formative Assessment: Oral (√): Written (√): X Product (√): Performance (√):


The student will use brain storming worksheet in order to come up with 5 conclusions about the chosen art work.

They will then write a one page paper that is clear and concise using their brain storming worksheet. The student

will be guided using a rubric similar to 6 trait writing rubrics.

Context:

Critiquing is a way to communicate effectively without insulting and hurting others’ feelings, but also


Teacher Methods

Teacher introduces the process of writing critiques

and the history and thoughts about why you would need to

write a critique.

Demonstrate the brain

storming process and how to use the work sheet.

Discuss the grading rubric and

the parameters for the critique

Guide students in writing a

one page paper

Work one on one

Discuss the proofing process

Student Activities

The students will select an

artwork

They will draw 5 conclusions

about artwork and write these down on the brain

storming worksheet

They will type a one page

paper

The students will collaborate in the proofing process

Student will correct and refine to achieve a finished

product

Resources

Reproductions

Brain storming

worksheet

Writing rubric

Computer

Extensions:

Reduce the amount of conclusions as needed. Assist in writing as needed with the help of Language art

teachers and/or SPED teachers.




Outcome: Art 4 Students will critique artworks to evaluate and interpret decisions made by the artist/s. They

will propose ideas in which others can implement within their work.

Component: 4.3 Construct an artist statement that

justifies their decision making and opinions of their own art work

Criterion: The student will write a one page paper on

their own work and give 3 reasons that justify their

decision making and 3 opinions about their art work.

Formative Assessment: Oral (√): Written (√): X Product (√): Performance (√):

Assessment Description: The student will use brain storming worksheet in order to come up with three opinions about their work and three

reasons that justify their work. They will then write a one page paper that is clear and concise using their brain

storming worksheet. The student will be guided using a rubric similar to 6 trait writing rubrics.

Context:

Critiquing is a way to communicate effectively without insulting and hurting others’ feelings, but also


Teacher Methods

Teacher introduces the

process of writing artist statements and the history and thoughts about why you

would need to write one.

Demonstrate the brain

storming process and how to use the work sheet.

Discuss the grading rubric and the parameters for the critique

Guide students in writing a one page paper

Work one on one

Discuss the proofing process

Student Activities

The students will select an artwork

They will share ideas about their own artwork and write these down on the brain

storming worksheet

They will type a one page

paper

The students will collaborate

in the proofing process

Student will correct and

refine to achieve a finished product

Resources

Reproductions

Brain storming worksheet

Writing rubric

Computer

Extensions:

Reduce the amount of conclusions as needed. Assist in writing as needed with the help of Language art

teachers and/or SPED teachers.



Summative Assessment for Outcome # 3 This is the outcome: Students will critique artworks to evaluate

and interpret decisions made by the artist/s. They will propose ideas in which others can implement within their work.

Description of the Assessment:

The student will write an artist’s statement that covers their own work that is influenced by a famous

artist that they researched.


The teacher will give out brain storming work sheet to organize thoughts, and then have the students use their

computers to write rough drafts, then refine and polish the artist statements.


Rubric that covers 6 trait writing.


Using a rubric to grade.


Writing can be used throughout life. Being able to give others better understanding about personal ideas in a

concise way is a great way to be effective in communication.


Maiers 9.30 course template

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Transcript of Maiers 9.30 course template