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Creating Depth through Value, Layering, and Shading for 7th & 8th grade
Key Concepts:
Atmospheric perspective
Foreground, middle ground, background
Shapes in composition
Size variation and overlapping for depth
Color fading and softening of edges for distance perception
Essential Questions:
How do artists create the illusion of depth in a two-dimensional space?
What role do the shapes play in a composition?
How does atmospheric perspective affect color and clarity?
How can size and placement influence the perception of depth?
Standards:
VA:Cr2.1.7:Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art.
VA:Cr2.3.7 (a) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
VA:Re8.1.7 (a) Interpret art by analyzing artmaking approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
SMART Goal:
At the end of the lesson, students will have created a landscape drawing using geometric shapes to depict atmospheric perspective, incorporating at least two depth techniques (size variation, overlapping, and/or color fading).
Create a woven tapestry using painted paper to express movement for 4th & 5th grade.
Artmaking Prompt:
Your assignment is to construct a woven tapestry using paper that has been painted with tempera paint to express your favorite song or type of music through color, line, and texture.
Key Concepts:
Movement…
is the visual representation of rhythm, energy, and motion through color, line, and texture.
is created by artists using compositions, repetition, and contrast to bring a sense of action to still images.
is enhanced by weaving, which transforms painted compositions into rhythmic patterns.
is influenced by color choices, which can evoke emotions and the energy of a dance or song.
is achieved through repetition, contrast, and layering to guide the viewer’s eye.
is developed through the creative process, where experimentation, layering, and artistic choices bring rhythm and flow to an artwork.
Essential Questions:
How do artists show movement in art?
How would you depict your favorite song or type of music?
How can painting with color, line, and texture express movement?
Standards:
VA:Cr2.1.5 (a) Experiment and develop skills in multiple art-making techniques and approaches through practice.
VA:Cr3.1.5 (a) Create artist statements using art vocabulary to describe personal choices in art-making.
VA:Re8.1.5 (a) Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
Lesson Objectives:
Students will be able to:
Describe how movement is expressed in visual art through color, line, and texture (Conceptual/Big Idea) (Looking & Talking).
Construct one woven composition that combines a painted warped pattern and painted weft strips (Technical Skills; Production/Creating).
Apply the elements of art (color, line, and texture) with principles of repetition and pattern to express movement in their artwork (Formal/Elements, Principles, Strategies).
Create at least two painted compositions exploring movement through expressive marks, color, and texture (Production/Creating).
Cut a warp pattern and weft strips from two painted compositions (Production/Creating).
Present a final woven artwork and explain artistic choices that depict movement (Sharing & Presenting).
Demonstrate an understanding of weaving and weaving vocabulary by completing the Self-Reflection Exit Ticket (Sharing & Presenting).
Designing your superhero self through mixed media for high school advanced art students.
Big Idea: Identity and Heroes
Elegant Problem:
Using mixed media and symbolism, construct a handmade stepbook that introduces yourself as a superhero.
Essential Questions:
How does the structure stepbook help to reveal the personality of your superhero?
How can artists use symbolism to portray personality traits?
How can superheroes reflect our personal identity and values?
Learning Objectives:
Students will be able to:
Explain how artists like Hebru Brantley and Takashi Murakami use symbolism in their work to express identity (Looking & Talking).
Discuss how narrative structures, such as the stepbook format, function as a storytelling device in art (Looking & Talking).
Plan and construct a handmade stepbook using mixed media techniques that communicate their unique narrative (Technical).
Conceptualize and design a superhero persona that reflects their personal identity, values, and/or experiences (Conceptual).
Apply symbolic elements into their art to portray personality traits and abstract concepts (Conceptual).
Experiment with various mixed media materials and integrate these into a cohesive stepbook (Technical).
Verbally explain how their superhero reflects their personal identity (Looking & Talking).
Explain how artistic choices–such as format, media, and symbolism–can reveal aspects of identity (Looking & Talking).
Standards:
VA:Cr2.3.7 (a)
Apply Visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
VA:Cr2.1.7 (a)
Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
VA:Cr3.1.7 (a)
Reflect on and explain important information about personal artwork in an artist statement or another format.
VA:Re8.1.7 (a)
Interpret art by analyzing artmaking approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
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