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Grade/Class: 7
Concept: Identity
Concept Question: Why do artists create self portraits?
What can we learn from a self portrait?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of
Identity and Self Portraits influence artists and their artmaking. In this unit, students will explore conceptual
ideas, technical skills,and the artmaking process. Students will be able to work independently to develop their
personal voice that can be expressed in their conversation, writing, and artmaking.
Stage 1: Desired Results
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
What are the big issues about art?
VB Instructional Objectives
7.16 The student will analyze and reflect on the purposes and meaning of art.
7.17 The student will describe personal responses to visual qualities in works of art.
7.18 The student will interpret ways that social and cultural beliefs can influence responses to works of art
VA SOLs Aesthetics
7.18 The student will analyze and reflect on the purposes and meaning of art.
7.19 The student will describe personal responses to visual qualities of works of art.
7.20 The student will interpret ways that social and cultural beliefs can influence responses to works of art.
Analysis, Evaluation, and Critique:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
7.13 The students will analyze, interpret, and evaluate works of art, based on personal and contextual
information.
7.14 The student will apply processes of art criticism to evaluate works of art.
7.15 The student will identify subjects, themes, and symbols as they relate to meaning in works of art.
VA SOLs Analysis, Evaluation, and Critique
7.14 The student will identify subjects, themes, and symbols as they relate to meaning in works of art.
7.15 The student will apply processes of art criticism to evaluate works of art.
7.16 The student will compare and contrast the processes artists use to create works of art.
7.17 The student will analyze, interpret, and evaluate works of art, based on personal and contextual
information.
Art History and Cultural Context:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
7.10 The student will identify styles and themes in contemporary and historical works of art.
7.11 The student will analyze how art and culture influence each other.
7.12 The student will compare and contrast various visual arts careers.
VA SOLs Art History and Cultural Context
7.10 The student will identify styles and themes in contemporary and historical works of art.
7.11 The student will analyze how art and culture influence each other.
7.12 The student will identify the uses and impact of persuasive techniques (e.g., selection of images, design,
type, media) in print and contemporary media.
7.13 The student will compare and contrast various visual arts careers in relation to career preparation.
Visual Communication and Art Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
7.1 The student will use, and record in a sketchbook/journal, steps of the art making process, including
research, to create works of art.
7.2 The student will apply contemporary media to communicate ideas, experiences, and narratives through
works of art.
7.3 The student will explain and apply ethical decisions in art making.
7.4 The student will use the elements of art and the principles of design, including the following, to express
meaning in works of art.
1. Color harmonious chromatic relationships
2. Line gestural
3. Space illusion of depth
4. Shape organic, geometric
5. Emphasis focal point, dominance
6. Proportion actual, exaggerated
7.5 The student will use a variety of compositional techniques, including perspective, to create the illusion of
space within the picture plane.
7.6 The student will apply a variety of techniques in observational and expressive drawing.
7.7 The student will create three-dimensional works of art, using various processes to include clay handbuilding techniques.
7.8 The student will develop their artistic voice through their personal works of art.
7.9 The student will demonstrate craftsmanship with attention to detail in works of art.
VA SOLs Visual Communication and Production
7.1 The student will use, and record in a sketchbook/journal, steps of the art-making process, including
research, to create works of art.
7.2 The student will refine media techniques to demonstrate craftsmanship.
7.3 The student will use ideas, concepts, and prior knowledge to solve art-making problems and create works
of art.
7.4 The student will communicate ideas, experiences, and narratives through the creation of works of art, using
traditional and contemporary media.
7.5 The student will explain and apply ethical decisions in art making.
7.6 The student will apply elements of art and principles of design, including the following, to express meaning
in works of art:
1. Colorharmonious chromatic relationships
2. Linecontrast, gradation
3. Spacepositive, negative
4. Emphasisfocal point, dominance
5. Proportionactual, exaggerated
7.7 The student will use a variety of compositional techniques, including perspective, to create the illusion of
space within the picture plane.
7.8 The student will apply a variety of techniques in observational and expressive drawing.
7.9 The student will create three-dimensional works of art, using various processes to include clay handbuilding techniques.
KNOW
Knowledge
UNDERSTAND
Meaning
DO
Skill
FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding
Sketchbook/journal check
Collaborative group work
One on one teacher/student
Brainstorming
Webbing
Class participation
Group discussion
Verbal critique
Thumbnail sketches
Written/oral response, reflection, etc.
Experimentation
Activity Process- Daily Plan
Day
Activity- Process
Materials
Day
1
-Teacher takes attendance and performs other administrative tasks while
students complete journal work
-PowerpPoint
-Students will receive the lesson handout to keep in their journals
presentation
-Students will recieve a project planner to fill out and keep in their journals -Lesson Handout
-PowerPoint presentation to introduce lesson, artist, and self-portraiture
-Project Planner
-Discuss vocabulary words and project instructions
-Sample
-Students will review handout and start to fill out project planner complete -12x18 white paper
with sketch.
-Rulers
-Teacher will give demonstration on following portrait reference guide and -Pencils/erasers
setting up their sketch
-Students will begin setting up their sketches on their final papers
Teacher Reflection:
Day
2
-Students will begin to draw the details on their figure, creating their alter
ego and following their sketches
-Ipads will be available for students to research additional accessory items
that they might want to include in their portrait
Teacher Reflection:
Days
3-4 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Students will continue to work on their pencil drawing until all details are
added neatly and clearly with a well thought out and carried through alter
ego
-Ipads will be available for students to research additional accessory items
that they might want to include in their portrait
-Ipads
Teacher Reflection:
Days
5-8 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Once students finish the pencil portion of their project, they will begin
applying paint
-Students will continue to paint their projects carefully, taking time to pay
attention to craftsmanship and mix colors meaningfully
Teacher Reflection:
Day
9
-Colored pencils
-Sharpie markers
-Ipads for quiz
-Self evaluation rubric
Excellent
Good
Average
Needs
Improvement
20
19-16
15-7
6-0
20
19-16
15-7
6-0
15
14-13
12-7
6-0
15
14-13
12-7
6-0
15
14-13
12-7
6-0
15
14-13
12-7
6-0
Rate
Yourself
Teacher
Rating
Total
Points