“Outside, Inside”

The Big Idea: Being able to relate to experiences others have had of a shared event and being able to visually communicate one’s own experience, cultivates an understanding of others and ones self.

Grade: High school

Day 1: Intro to project, brainstorm ideas

Standards:

Observe and Learn to Comprehend

 Grade Level Expectation

1.Utilize the inquiry method of observation and the language of visual art and design to gather information and determine meaning.

Invent and Discover to Create

 Grade Level Expectation

1. Establish a practice of planning and experimentation to advance concepts and technical skills.

Student Learning Objectives

I can listen to the book “Outside, Inside” and observe what the book is discussing

I can brainstorm ideas with my group about my artwork

Instructional Steps: 

·       Students will listen to “Outside, Inside” being read https://youtu.be/odYlqOZsg_g

·       Students will discuss in groups about their experiences of the pandemic and write them down.

·       Students will sketch out ideas for their artwork and look up reference photos.

Grappling:

·       Students will think about the book “Outside, Inside”

·       Students will think about their experiences of the pandemic

·       Students will puzzle over ideas for their artwork

The Evidence:

·       Group discussion

·       Sketches of ideas and reference photos

SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: YouTube video, sketch paper, pencils, phones/computers

Grade: High school

Day 2: Start on rough final draft

Standards:

Observe and Learn to Comprehend

 Grade Level Expectation

3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to increase knowledge.

Invent and Discover to Create

Grade Level Expectation

1.Establish a practice of planning and experimentation to advance concepts and technical skills.

Student Learning Objectives

I can make decisions on ideas for an artwork

I can make a rough draft of my ideas

Instructional Steps:

·       Students will decide on idea for artwork

·       Students will begin drawing final rough draft based on decided idea

Grappling:

·       Students will puzzle over what idea they want to use for their artwork

·       Students will create final rough draft of their idea

The Evidence:

·       Discussion of ideas

·       Final rough draft drawing

 SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Sketch paper with ideas and reference photos, pencils, newsprint paper

Grade: High school

Day 3: Demo and practice

Standards:

Observe and Learn to Comprehend

 Grade Level Expectation

3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to increase knowledge.

Invent and Discover to Create

 Grade Level Expectation

1.Establish a practice of planning and experimentation to advance concepts and technical skills.

Student Learning Objectives

I can demonstrate the different techniques used in watercolor

I can observe how different watercolor techniques are created  

Instructional Steps: 

·       Students will listen to a PowerPoint about the color wheel and color schemes.

·       Students will complete worksheets on color wheel and color schemes.

·       Students will watch a demo on using watercolor.

·       Students will practice using watercolor techniques, shown in demo.

Grappling:

·       Students will uncover techniques on how to use watercolor

·       Students will practice working with different watercolor techniques

·       Students will puzzle over what color schemes are

·       Students will think about the color wheel

The Evidence: 

·       Watercolor practice sheet

·       Color wheel worksheet

·       Color scheme worksheet

SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Watercolor paper, watercolor paint, water cups, paint brushes, paper towels, masking tape, boards to tape paper too, pencils

Grade: High school

Day 4:Transfer rough draft to final paper/ workday

Standards:

Observe and Learn to Comprehend

 Grade Level Expectation

3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to increase knowledge.

Invent and Discover to Create

  Grade Level Expectation

1.Establish a practice of planning and experimentation to advance concepts and technical skills.

Student Learning Objectives

I can demonstrate different watercolor techniques 

Instructional Steps:

·       Students will work on final watercolor painting

 Grappling:

In each of your instructional steps, what do you envision students will think about? puzzle over? uncover? apply? practice? envision? create?

·       Students will envision what their final artwork will look like using watercolor

·       Students will apply techniques of watercolor to create final artwork

The Evidence:

·       Watercolor artwork

SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Watercolor paper, watercolor paint, water cups, paint brushes, paper towels, masking tape, boards to tape paper too, pencils, thin point sharpie

Grade: High school

Days 5-7: Workdays

Standards:

Observe and Learn to Comprehend

 Grade Level Expectation

3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to increase knowledge.

Envision and Critique to Reflect

 Grade Level Expectation

 3. Examine the nature of diverse aesthetic experiences to build a language of representation that can be used to respond to the world.

Student Learning Objectives

I can demonstrate the different techniques used in watercolor

I can use different watercolor techniques to express my own ideas  

Instructional Steps:

·       Students will continue to work on their artwork

Grappling:

·       Students will apply watercolor techniques on their own artwork

·       Students will create an artwork that expresses their own ideas

The Evidence:

·       Watercolor artwork

 SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Watercolor paper, watercolor paint, water cups, paint brushes, paper towels, masking tape, boards to tape paper too, pencils, thin point sharpie

Perspective Drawing

The Big Idea: Integrating parts of another’s artwork and making it one’s own, can give new knowledge of how artistic techniques are used and give inspiration for future work.

Grade: High school

Day 1: Intro to Perspective Drawing

Standards:

Observe and Learn to Comprehend

Grade Level Expectation

1.Utilize the inquiry method of observation and the language of visual art and design to gather information and determine meaning.

 Invent and Discover to Create

Grade Level Expectation

1. Establish a practice of planning and experimentation to advance concepts and technical skills.

Student Learning Objectives:

I can practice working with a technical skill and think about how to apply it to my own work.

 I can listen to details and explanations of the new project being presented.

Instructional Steps:

·       Students will listen to project details

·       Students will watch YouTube video that talks about perspective drawing https://youtu.be/qq8SO9tMI8k

·       Students will participate in discussion of where vanishing points are one specific artwork shown in slideshow.

·       Students will work on one-point and two-point perspective worksheets.

·       Students will work on finding perspective lines and vanishing points on provided artwork.

Grappling:

·       Students will think about where vanishing points and perspective lines are on various artworks

·       Students will practice drawing in one-point and two-point perspective.

·       Students will puzzle over where the vanishing point and perspective lines are on their provided artworks.

The Evidence:

·       Class discussion of perspective lines and vanishing points on various artwork.

·       Worksheets on one-point and two-point perspective.

·       Drawn perspective lines and vanishing points on provided artwork.

SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Slideshow that discusses details of project and shows examples of one-point and two-point perspective, YouTube video discussing one-point and two-point perspective, One-point and two-point perspective worksheets, Copies of provided artworks, pencils, rulers, paper, erasers 

Grade: High school

Day 2: Brainstorm Ideas

Standards:

Observe and Learn to Comprehend

 Grade Level Expectation

3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to increase knowledge.

Invent and Discover to Create

Grade Level Expectation

1.Establish a practice of planning and experimentation to advance concepts and technical skills.

2. Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art media.

Student Learning Objectives

I can make decisions on ideas for an artwork

I can incorporate other’s artwork and make it my own

Instructional Steps:

·       Students will sketch ideas on how to incorporate part of their provided artwork into their own artwork.

Grappling:

·       Students will envision how to incorporate part of their provided artwork into their own artwork

·       Students will puzzle over how to use the same vanishing point in their own artwork that the provided artwork uses

The Evidence:

·       Discussion of ideas

·       Three to Five thumbnail sketches

SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Copies of provided artworks, pencils, rulers, paper, erasers 

Grade: High school

Day 3-7: Workdays

Standards:

Observe and Learn to Comprehend

Grade Level Expectation

 3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception skills to increase knowledge.

Invent and Discover to Create

Grade Level Expectation

3. Articulate and demonstrate that the making and study of art and design can be approached from a variety of perspectives.

Student Learning Objectives

I can demonstrate how one-point and two-point perspective can make 2 dimensional objects look 3 dimensional

I can incorporate other artist’s work and make it my own.

Instructional Steps: 

·       Students will work on their thumbnail sketches

·       Students will decide which idea they like most

·       Students will work on their final artwork

Grappling:

·       Students will think about how to incorporate provided artwork into their own artwork

·       Students will envision what their final artwork will look like

·       Students will create their final artwork

The Evidence: 

·       Thumbnail sketches

·       Final artwork

SUPPLIES AND RESOURCES NEEDED FOR THIS ONE DAY: Copies of provided artworks, pencils, colored pencils, rulers, paper, erasers