Sample Lesson Plans

Printmaking Project Rubric (60pts) Name: _______________________

Following Directions _____/10

• On time.
• Student has an appropriate design of their choice carved into a block
• Artwork shows attention to detail
• Student used materials properly
• Student turned in a minimum of 8 prints.

Attitude/Effort _____/10

• Great effort/is this my best work?
• Worked well with tablemates
• Helped with cleanup
• Good use of class time

Creativity _____/10

• Unique ideas and composition (this project it is ok to have a logo or cartoon character.)
• Completed work shows planning and a clear idea
• Goes beyond basics of assignment

Neatness _____/10

• Work shows pride (no wrinkles, smears, tears, folds etc. in paper)
• Controlled carving marks and neat prints
• Artwork is carefully planned

Safety _____/10

• Student used all materials safely and properly.

Final Prints _____/10

• Student has 8 prints on paper of their choice to turn in.
• Prints are properly inked and have the student’s name on the back.

Total: _____________

Listed below are several units and rubrics that coincide with the above lesson ppts.

Unit: Abstract Art Part 1

Grades: 3rd, 4th, 5th. Adaptable for middle school. If using for middle school, incorporate the concept of balance and the rule of thirds.

Project: Abstract Painting with Kandinsky

Focus: Shapes, Line, Color, the concept of Abstract.

Objectives

Students will be able to (SWBAT):

• Identify the three key traits of abstract art (Line, shape, and color)
• Differentiate between Abstract art and non-abstract art
• Understand why abstract art is important historically
• Use the images of Kandinsky’s artwork to inspire their own drawings of shapes and lines
• Experiment with watercolors as a medium to add color to their drawings and discover how the paints react with water and wax.
• Work with mistakes and move forward productively in their artwork
• Understand how each person can create a unique artwork with the same key components
• Safely and properly use materials

State Standards:

VA.CR.1.3, VA.CR.2.3a, VA.CR.2.3b, VA.CR.3.3, VA.RE.7.3a, VA.RE.7.3b, VA.RE.8.3, VA.RE.9.3, VA.CN.11.3

Days: 3-5 approx.

Prep: Cut paper

Instructional Resources: Kandinsky book or short powerpoint and computer. Doc Cam.

Supplies

• Vocab.
• Watercolor Paper 9” x 12”, 6” x 6”
• Abstract
• Paintbrushes
• Shapes - Geometric, Organic
• Water Bins
• Line types - zig-zag, horizontal, vertical, diagonal, squiggle, etc.
• Watercolors (Note: Prang is a good brand)
• Kandinsky
• Mats
• Colors, Primary, secondary

Layout:

Day 1: Students will view a work of art by Kandinsky and discuss what we see in it. (Shapes, Lines, Colors, how does it make us feel? What is the subject?) Discussion on abstract art being rebellious and free.

Students will participate in a listening and drawing activity to demonstrate how we can draw the same shapes and lines but all have a different and unique artwork at the end. (Tell the students to draw certain things, such as two circles of any size, a line that touches the edge of the paper, two short lines, etc. Each student will interpret the directions a bit differently.)

Day 2: Give students a small 6”x6” piece of watercolor paper. Discuss the watercolor paper (Bumpy side and smooth side.) Have students write their name on the smooth side of the paper. Guide students in using wet on wet technique and how to make a color darker or lighter (less or more water).

Day 3: Remind students of the sides of the paper. Give students a piece of 9”x12” watercolor paper. Have students draw their lines and shapes with a black crayon. Discuss leaving white space for the paint.

Day 4: Provide students with watercolors and allow them to complete their paintings how they would like. Discuss how the crayon will not mix with the watercolors. (Science connection, water and wax.)

Day 5: Allow students to finish paintings. (Optional: Abstract art show in a public space. This would include presenting standards.)

Assessment:

Observe artwork by Kandinsky and discuss the artwork as a table, then as a class.

Create a drawing as a class using lines and shapes.

Experiment with watercolor techniques and practice using materials and completing cleanup procedures.

Students will create a final abstract artwork that combines the watercolors and their lines and shapes drawings.

Unit: Abstract Art Part 2

Grades: 2nd, 3rd

Project: Abstract Collage with Mondrian

Focus: Shapes, Line, Color, the concept of Abstract.

Objectives

Students will be able to (SWBAT):

• Identify the three key traits of abstract art (Line, shape, and color)
• Differentiate between Abstract art and non-abstract art
• Compare two abstract painters and spot the differences in their styles.
• Review and use primary colors.
• Understand the difference between copying and using something as inspiration.
• Safely and properly use glue and tempera paints

State Standards:

VA.CR.2.3a, VA.CR.2.3b, VA.RE.7.3a, VA.RE.9.3, VA.RE.8.3

Days: 3-5 approx.

Prep: Cut black paper into strips. Prep glue sponges if needed.

Instructional Resources: Doc Cam. Images of Mondrian and Kandinsky’s artworks.

Supplies and Vocab

• Drawing Paper 12”x18”
• Abstract
• Paintbrushes
• Shapes - Geometric, Organic
• Water Bins
• Line types - zig-zag, horizontal, vertical, diagonal, squiggle, etc.
• Tempera Cakes
• Kandinsky, Mondrian
• Colors, Primary

Layout:

Day 1: Students will view a work of art by Mondrian and discuss what we see in it. (Shapes, Lines, Colors, how does it make us feel? What is the subject?) Discussion on abstract art not having to look like a real object. Discuss differences between Kandinsky’s artwork and Mondrian’s artwork.

I will then demonstrate how to use the glue sponges to put paper strips on the page. Encourage students to decide how they want their strips before they glue them down. Students will then glue down strips onto their paper. Students will put their name on the paper’s back.

Day 2: Introduce Tempera paints. Demonstrate how to clean a dirty tempera cake, and how to get excess water out of your brush. Review which side of the water bin is clean and which is dirty. Allow students to paint their squares. Students may mix colors if they want, but must use some primary colors. Remind them their artwork does not need to look exactly like Mondrian’s. Allow students still gluing to finish. End class with time for students to put paintings on the rack and clean up.

Day 3: Give students more time to paint. If students finish early, have them fill out their self-assessment rubric.

Assessment:

Observe artwork by Mondrian and discuss the artwork as a table, then as a class. Compare Mondrian and Kandinsky’s artworks.

Use glue to put strips of paper down to create geometric shapes on our paper.

Experiment with Tempera techniques and practice using materials and completing cleanup procedures.

Students will create a final abstract artwork that combines the tempera paints and their glued construction paper lines.

Graffiti Project Rubric (40pts) Name: _______________________

Following Directions _____/10

• On time.
• Artwork has name in graffiti style letters and uses color
• Artwork shows attention to detail
• Has a background as discussed (fill your white space!)

Attitude/Effort _____/10

• Great effort/is this my best work?
• Worked well with tablemates
• Helped with cleanup
• Good use of class time

Creativity _____/10

• Unique ideas and composition
• Completed work shows planning and a clear idea
• Goes beyond basics of assignment

Neatness _____/10

• Work shows pride (no wrinkles, smears, tears, folds etc. in paper)
• Controlled paint & pencil marks
• Artwork is carefully planned

Total: _____________