Embedded Files
Unit Name:Expression through Non objective art/abstract art
Unit Name:Expression through Non objective art/abstract art
Description of the unit:
Description of the unit:
This unit is an introduction to the origins, creation, and subject/content of abstract art. Over the course of this unit, students will examine the varying styles, techniques and inspirations for creating abstract art. Students will specifically consider how emotions and expression influence composition.
This unit is an introduction to the origins, creation, and subject/content of abstract art. Over the course of this unit, students will examine the varying styles, techniques and inspirations for creating abstract art. Students will specifically consider how emotions and expression influence composition.
STAGE 1-DESIRED RESULTS
STAGE 1-DESIRED RESULTS
competencies/Standards: 4th grade
What are the CCSS standards/content standards/learning progressions?competencies/Standards: 4th grade
4th grade art compentencies
4th grade art compentencies
Creating
Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.4a—Brainstorm multiple approaches to a creative art or design problem.
VA:Cr1.2.4a—Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.4a—Explore and invent art-making techniques and approaches.
VA:Cr2.2.4a—When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
VA:Cr2.3.4a—Document, describe, and represent regional constructed environments.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.4a—Revise artwork in progress on the basis of insights gained through peer discussion.
Presenting
Presenting
Anchor Standard 4: Select, analyze, and interpret work for presentation.
VA:Pr4.1.4a—Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.4a—Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.4a—Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Responding
Responding
Anchor Standard 7: Perceive and analyze work.
VA:Re.7.1.4a—Compare responses to a work of art before and after working in similar media.
VA:Re.7.2.4a—Analyze components in visual imagery that convey messages.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.4a—Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re9.1.4a—Apply one set of criteria to evaluate more than one work of art.
Connecting
Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.4a—Create works of art that reflect community cultural traditions.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.4a—Through observation, infer information about time, place, and culture in which a work of art was created.
MEANING
MEANING
Understandings: (U)
What kinds of long term independent accomplishmnets are expected?Understandings: (U)
Art can be categorized in two categories Abstract and Realistic.
Abstract Art can be inspired by real objects.
Dynamic composition is important for both abstract and realistic painting.
Creativity and innovative thinking are essential life skills that can be developed.
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Questions: (Q)
How will these questions provoke and engage student's thinking?Essential Questions: (Q)
What makes work Abstract?
What makes work Realistic?
How can different elements of abstract art (lines, shapes, colors) provide different meanings and feelings to the viewer?
Can an artwork have identifiable parts but still be abstract?
Does artwork have to be realistic to convey a feeling or idea?
How does composition influence how we look at artwork?
What compositional techniques make a successful design?
STUDENTS WILL KNOW...
(KNOWLEDGE) NOUN PHRASESSTUDENTS WILL KNOW...
Students will be introduced to proper handling of materials and equipment management
Students will examine existing nonobjective artworks and respond to artists’ choices in line, shape, and color
Students will analyze existing artworks that seem nonobjective, but may be inspired by the shapes, colors, and lines found in real objects
How artist use composition to convey an idea
What techniques help create dynamic compositions
STUDENTS WILL BE ABLE TO...
(SKILLS) VERB PHRASESSTUDENTS WILL BE ABLE TO...
Students will be able to define abstract art as artwork made of lines, shapes, and colors, with no real or recognizable image
Students will be able to define realistic art as artwork that looks real, with a recognizable image
Students will be able to define abstract art as artwork made of lines, shapes, and colors with no real recognizable image
Students will research and create artworks in the style of a nonobjective artist’s work
Students will utilize compositional techniques to create an abstract artwork based on a real object
STAGE 2-ASSESSMENT/OTHER EVIDENCE
STAGE 2-ASSESSMENT/OTHER EVIDENCE
PERFORMANCE TASK: (T)
HOW WILL MEANING MAKING AND TRANSFERABLE SKILLS BE DEMONSTRATED? DOK 3-4PERFORMANCE TASK: (T)
OTHER EVIDENCE: (OE)
WHAT TASKS/ACTIVITIES DETERMINE WHETHER DESIRED RESULTS ARE BEING ACCOMPLISHED? DOK 1-2OTHER EVIDENCE: (OE)
STAGE 3-LEARNING PLAN
STAGE 3-LEARNING PLAN
UNIT VOCABULARY
UNIT VOCABULARY
VOCABULARY
VOCABULARY
ABSTRACT
REALISTIC
NONOBJECTIVE
SHAPE
CONCENTRIC CIRCLE
COLOR
OVERLAP
RUNOFF
REPETITION
SCALE
LINE
SHAPE
UNITY
DETAIL
COMPOSITION
DESIGN
SUGGESTED ARTISTS
SUGGESTED ARTISTS
Sharon Johnstone
Wassily Kandinsky
Jackson Pollock
Franz Kline
Mark Rothko
Miro
Paul Klee
Georgia O Keefe
Chuck Close
Emily Kame Kngwarreye
Clifford Possum
Rover Thomas
Queenie McKenzie
Maria Thomas
Rick Roberts
Andy Warhol
Damien Hirst
Keith Haring
Yayoi Kusama
HOOK:
HOOK:
REQUIRED LEARNING ACTIVITIES:
REQUIRED LEARNING ACTIVITIES:
RECOMMENDED LESSONS:
RECOMMENDED LESSONS:
Repetition and
Unity/Aboriginal Art
Abstract Monoprints
Repetition and Emphasis
Model Magic Abstract Prints
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
"THE NOISY PAINTBOX" The colors and sounds of Kandinsky's Abstract Art by Barb Rosenstock
Narrative writing inspired by works of art
COMMON MISCONCEPTIONS:
COMMON MISCONCEPTIONS:
Page updated
Report abuse