Unit Title: Introduction to Design

Grade level: 9th grade

Length of unit: 17 days / 50 min class periods (Days Depend on Understanding of Concepts)
Stage 1 Desired Results
DO NOT RESPOND TO THE QUESTIONS IN TURN (Use the questions to help guide your completion of each
section)
Meaning (Transfer Goals)
Enduring Understandings/Generalizations:

Essential Questions:

There are 7 basic elements used when creating

art.
The 7 basic elements can be applied when
critiquing work.
The 7 basic elements are identifiable in personal
work.
There ae roles the 7 basic elements play in
specific genres of art.

Why do artists create? (communicate)

In what ways do artists use the basic elements of art?
How do the basic elements work together when
creating art?
How can you use the basic elements in your own
work?

Knowledge & Skills Acquisition

Learning Targets:
Students will know

Art, medium, subject, abstract, art

criticism, materials, aesthetics, line,
shape, color, form, value, texture, space,
realism, expressiveness
Elements of Art specific vocab
hatching, crosshatching, stippling, color
wheel, primary, secondary, tertiary,
circle, square, rectangle, triangle, oval,
sphere, pyramid, cone, cylinder, tint,
shade, tone

Students will be able to

Students will be able to identify and describe

the 7 elements of art.
Students will be able to connect the 7 elements
of art to art work.
Students will be able to understand how to use
the elements in their own future work.
Students will be able to create examples of the
7 elements of art.

Standards:

Anchor Standard #7: Perceive and analyze artistic work.

Anchor Standard #9: Apply criteria to evaluate artistic work.
Anchor Standard #10: Synthesize and relate knowledge and personal experiences
to make art.
Anchor Standard #11: Relate artistic works with societal, cultural, and historical
context to deepen understanding.

Resources/Materials:
The Art Book: New Edition by Editors of Phaidon
- This will be the resource I get pictures from for critique and for my visual
presentation at the beginning of each new element introduction. This will
also be where I will get the pictures for the assessment.
KQED Art School Elements Videos 8 videos
- Videos are 3-4 minutes in length.
o
o
o
o
o

Pencils
Paper
Paint
Erasers
Laptops

Stage 2 Evidence (Assessment)

DO NOT RESPOND TO THE QUESTIONS IN TURN (Use the questions to help guide your completion
of each section)

Diagnostic Assessment:

Concept Map
- 3-4 pictures on the board, first day of class
- I will have them displayed and the students will each have a short time to write down everything
they think about or see in the pictures
- I will ask them to tell me what they think makes them a great art work
- I will make a concept map on a big piece of paper for each one of the elements, so everyone can
hear what ideas their classmates have about these pieces.
- This will allow me to understand each students thinking about art and how the elements within a
piece help each other and have a fundamental purpose for being in the work.
- The ideas that they present will spring board into my conversation about the elements of art.

Formative Assessment (Assessment for Learning):

End of element discussion critiques

- At the end of our 2-3 day discussion about one element of art I will have a worksheet with a picture
that I think embodies that element. I will then ask them to write and 4-5 sentence paragraph about
why they think the element is represented in the work.
- This will help prepare them for the essay portion of the summative assessment.
- If I feel this isnt understood, students will trade with each other. They will use each other to
understand the elements and how they are used in the image.

Element mini project examples

- I will have mini projects for each element we are discussing. These project will give them a small
taste of what it is that we are discussing and allow for an introduction to projects they will be
creating later in the semester. Throughout the semester we will visit each element more in depth
which will come with large projects. The mini projects will just help to create a greater
understanding before they are asked to create a larger piece that will be grade on what they are
making.
- These mini projects will be grade for completion and effort.

o Line Examples

- Students will create multiple examples of line on one piece of paper.

- They will understand the relationship of lines to one another and how they
work together.
o Shape in Art
- Students will create examples of shape.
- They will use this later when creating forms.
- Shape is the easiest to understand.
- They will be asked to create with different types of line.
o Value Scale
- 5 quadrant value scale
- Using only black and white.
o Creating Forms
- Students will used the shape they have created before. (If they would like.)
- They will shade (value scale) to create 3-D objects.
o Mini Color Wheel
- Students will create Color Wheel. (2inx2in pieces.)
- This color wheel will include 3 primary, 3 secondary, 6 tertiary colors.
o Finding Texture
- Students will used premade image and apply texture to the piece.
- They will do rubbings on things they find in the class or create their own.
o Space & Perspective
- Students will use lines of perspective to recreate a part of the classroom.

Summative Assessment (Assessment of Learning):

One end of unit Assessment

- This test will make sure that they understand the definition of all of the elements and components
that go along with each element. There will be a section for self-reflection and personal
understanding of the elements. Finally there will be an essay section that will be much like the end
of element critiques. They will already know what I will be looking for but they will go into more
detail and analyze the pieces using more than one element.
- VOCAB: This is the portion that will show the students understanding of terms used throughout the
unit.
- APPLICATION: The second section with have students demonstrate the elements in a fundamental
way. They have been doing mini projects throughout the unit. These are very basic questions
compared to what I have them do during the semester.
- EVALUATION: The last part is basically what I have the students do every other day with images.
This time they will be asked to write more and explain their thought process. After doing this a
number of times in the semester, students should be able to do this successfully.

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)