Theme/Topic: Breaking the Border Grade Level/Subject: 10-12/Painting/Drawing 2, 3&4 Stage 1 - Desired Results

Teacher wants to see students demonstrate understanding of canvas preparation (as demonstrated). Teacher wants to know that the student knows how to transition black and white value mapping to color mixing and application. The teacher wants to know whether the student can use their knowledge of picture graphing to transfer drawings to canvas. The teacher wants to know that the students can apply their knowledge of from and design to orient their picture in a way that leads the eyes past the border of the canvas.

Target Standard: National Visual Art Standards: Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use Achievement Standard, Advanced: Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation Content Standard #2: Using knowledge of structures and functions Achievement Standard, Proficient: Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art Students evaluate the effectiveness of artworks in terms of organizational structures and functions Students create artworks that use organizational principles and functions to solve specific visual arts problems Achievement Standard, Advanced: Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives Students create multiple solutions to specific visual arts problems

that demonstrate competence in producing effective relationships between structural choices and artistic functions

Understandings: In this lesson students will be able to:

Make and prepare their own canvas. Transfer their graphed drawings to canvas. Mix and apply acrylic paint demonstrating knowledge of water to paint ratio. Transition from black and white value to color maximizing contrast. Apply understanding of composition design by stretching their image past the boundaries of the canvas.

Essential Questions:

What does design do to make a work of art more dynamic? How is value applied to color? What is the value of graphing a drawing before transferring it to canvas?

Students will know (content knowledge):

That value and contrast directly relate to color. That design is a way to direct the viewers eyes in a way that make the work more dynamic and aesthetically pleasing.

Students will be able to do (process knowledge):

Mix secondary colors and match colors to their image. Successfully create and prepare a canvas. Graph a drawing and transfer it to canvas.

Stage 2 - Assessment Evidence Informal assessment: Observation of student work time Answering questions

Formal assessment: Student self-evaluation based on prepared rubric Final grade based on student self-evaluation and rubric Student short stories based on artwork

Stage 3 - Learning Plan

Make and prepare canvas Introduction of project (powerpoint) Discussion of design by stretching reference image past the borders of canvas Model proper graphing techniques and transferring of drawing to canvas Give directions on color mixing and transitions from black and white to full color

Differentiation: Visuals: powerpoint, white board, example work, demonstrations Audio: presentation of project, demonstrations Project modifications for students with special needs: extended due dates, more one-on-one work time, modified rubric