Quarter: 4 Unit

number
:
7 Unit
title:
Scratchboard Drawing
Academic
Course: Art 1
Grade
:
9th School: Al Rab !igh
School
Created"taught
b:
#elissa #iller" $ristin
%enior
Unit
&ength:
4 1"' wee(s
Phase 1: Unit Summary (1a, 1b, 2b)
1. What are the essential questions that will be addressed in this unit?
!ow can an artist use )alue to enhance a *iece o+ artwor(,
-hat di++erent media can an artist use to create di++erent t*es o+ drawings,
!ow can we ma(e artistic decisions that ma(e our artwor( )isuall interesting,
2. What is the major overview in this unit?
.n this unit students will learn about the im*ortance o+ )alue in artwor(/ Students will *artici*ate
in a series o+ e0ercises that will build u*on their *re)ious drawing s(ills and introduce them to
the media o+ scratchboards/ #an students will be new to using reducti)e drawing techni1ues2
which will introduce them to man new tools and s(ills to +urther stud )alue/ 3hroughout the
unit students will loo( at )arious artwor(s and anal4e the bene+its o+ using di++erent media to
con)e a message/
3. What content will be addressed in this unit?
Throughout this unit students will continue to explore basic 2-dimensional design qualities as well as
incorporate their new nowledge o! value and their prior nowledge o! line composition.
". What is the service learning !ocus o! this unit?
Through the student teacher program at #olumbia #hicago$ students will be invited to visit the college
campus at the end o! the unit where some o! their artwor will be displa%ed. The event is called &ane!est
which includes several open galleries and department per!ormances in the communit%. We will also be
tr%ing to partner with the conservator% to displa% student wor.
Phase 2: Standards and Measurable Objectives (1c, 3a)
'isual (rt- #ore )ational *tandards
*tandard+ '(+#,1--- .se multiple approaches to begin creative endeavors.
&easurable /bjective+ *W0(T create a well thought out project design with the use o! multiple resources.
1group brainstorm$ individual brainstorm$ computer research2
*tandard+ '(+#,3-- 3 4ngage in constructive critique with peers$ the re!lect on$ reengage$ revise$ and re!ine
wors o! art and design in response to personal artistic vision.
&easurable /bjective+ *W0(T determine i! their artistic design approach is clear and e!!ective through a
series o! multiple critique activities.
*tandard+ '(+,45-1 3 (nal%6e how one7s understanding o! the world is a!!ected b% experiencing visual
imager%.
&easurable /bjective+ *W(0T create and use a view !inder to draw 3-dimensionl objects on a 2-
dimensional plane.
#ommon #ore *tate *tandards
*tandard+ W.8-19." 3 :roduce clear and coherent writing in which the development$ organi6ation$ and st%le
are appropriate to tas$ purpose.
&easurable /bjective+ *W0(T re!lect on the qualit% and e!!ectiveness o! the wor the% have completed in
class in a well thought out artist statement re!lection and dail% bell ringers.
*tandard+ *;.8-19.1 3 -nitiate and participate e!!ectivel% in a range o! collaborative discussions.
&easurable /bjective+ *W0(T develop their project ideas with their classmates in a series o! collaborative
discussions and various activities including dail% re!lections and critiques.
*tudent !riendl% objectives are shared with the students and available dail% on the projected agenda as
well as on bulletin boards. <ail% objectives and activities are also modeled dail% !or students.