Unit and Lesson Standards, Goals, and Objectives Alignment
Standards
Comprehend Reflect
Prepared Graduate Competencies
Lesson 1, 2 Lesson 1, 2
Make informed critical Recognize, demonstrate
evaluations of visual and and debate philosophical
material culture, arguments about the
information and nature of the art and
technologies beauty (aesthetics).
Recognize, demonstrate
Lesson 3 and debate the place of art
and design in history and
Analyze, interpret,
culture
and make meaning of
art and design
critically using oral
Lesson 3
and written discourse
1.Use specific criteria
to discuss and evaluate
works of art.
2.Critique personal
work and the work of
others with informed
criteria
3.Recognize, articulate,
and implement critical
thinking in the visual
arts by synthesizing,
evaluating, and
analyzing visual
information
Lesson Objectives (Aligned to Blooms, Standards, Grade Level Expectations, Art
Learning, Literacy and Numeracy)
Create Transfer
Lesson 1, 2, 3 Lesson 1
Develop and build Transfer the value of visual
appropriate mastery arts to lifelong learning and
and art-making skills the human experience
using traditional and
new technologies and Lesson 1, 2, 3
an understanding of the
Transfer the value of visual
characteristics and
arts to lifelong learning.
expressive features of
Identify, compare and
art and design
interpret works of art derived
from the historical and
cultural settings, time
periods, and cultural
concepts. Identify, compare,
and justify that the visual
arts are a way to
acknowledge, exhibit and
learn about the diversity of
peoples cultures and ideas.
Lesson 1 Lesson 1 Lesson 1 Lesson 1
Using their sketchbook After seeing examples of Given a demonstration Using prior knowledge on
covers, students will be professional printmakers of relief carving, identity, students will be
able to describe what work, students will be inking, and printing, able to reflect on how
their favorite things were able to design 2 thumbnail students will be able to texture and
and why they sketches of a favorite experiment with rhythm/repetition in their
drew/painted them in thing and a border that layering carved marks prints are an expression of
their sketchbook using a complements the image . on their rubber stamp their artistic identity
and printing on
specific style. (Create; Reflect; Artists, (critical reflection).
different types of
(Understand; viewers, and patrons (Evaluate; Transfer; Works
surfaces (Analyze;
Comprehend; make connections among Create; Demonstrate of art connect individual
Artists make choices that the characteristics, basic studio skills with ideas to make meanings
express intent and expressive features, and confidence to create related to the community,
purpose in their art; purposes of art and meaningful art; Tools Critical Reflection; Literacy:
Ideation; Literacy: design; Art Learning: and techniques; Students write and talk
Students can write a list Ideation/Artists and Literacy: Definitions of about their artistic process).
of objects, hobbies, and Culture; Literacy: Students printmaking, gouge,
activities that interest can write a list of objects, carve, brayer). Lesson 2
them in their sketchbook hobbies, and activities After stitching the drawings
as part of the that interest them in their Lesson 2 together with pipe cleaners,
brainstorming process). sketchbook as part of the After experimenting students will be able to
brainstorming process). with watercolor, oil compare and contrast how
Given the demonstration pastel, and sharpie identity is expressed in
on materials and Lesson 2 pens, students will be multiple images versus a
techniques, students will Given examples of Faith able to assess how the single image (Evaluate;
be able to identify how Ringgold and Dominic expressive qualities of Transfer; Works of art
texture and Beyelers work, students warm and cool color connect individual ideas to
rhythm/repetition were will be able to analyze schemes communicate make meanings related to
used in in their stamps how working with more their partners identity the community; Critical
design, the type of than one material adds to in their portrait Reflection; Literacy:
surface they printed on, the expression of their (Evaluate; Create; Discussing the visual impact
and the amount of prints portraits (Analyze; Reflect; Demonstrate basic of reading a quilt linearly
they made (Understand; Artists, viewers, and studio skills with (from right to left) or or
Comprehend; The patrons make connections confidence to create looking sporadically at parts
characteristics and among the characteristics, meaningful art; of the composition that
expressive features in art expressive features, and Expressive features and stand out; Numeracy: Order
and design allow us to purposes of art and inherent and sequence of images).
discuss and determine design; Artists and characteristics;
the artists intent and Culture; Literacy: Discuss Literacy: Learning the
purpose/Artists make
Lesson 3
how Faith Ringgolds work definition of mixed After working with line in
choices that express as illustrations media; Numeracy: two dimensional and
intent and purpose in compliments the words of Sequence, order, and three dimensional
their art; Expressive a story (such as Tar planning steps when artworks, student will be
features/inherent Beach); Numeracy: combining more than able to discuss how
characteristics; Literacy: Understanding how a one art material). gesture and color
learning the defintions of perimeter and area are scheme express their
texture, rhythm, important aspects of the animals personality.
Lesson 3
repetition; Numeracy: image). Art Learning: Expressive
After observing a
Students will use their features and
demonstration on
stamps repeatedly and in characteristics
Lesson 3 building 3d shapes
a patterned sequence). Standard: Transfer
After creating two and with pipe cleaners,
 three dimensional students will understand Blooms: Analyze
Lesson 2 versions of their and be able to apply GLE: Historical and
selected animals, lines in three cultural ideas of the
After watching a
students will be able to dimensional space to human experience are
demonstration on how reflect on how their work create a skeletal form evident in works of art.
to draw a portrait, and their classmates for their animal N/L/T: Technology
students will be able to work was created and sculptures.
reference and gain an understand how their Art Learning: Tools and
wire wrapping Techniques
understanding of how to construction techniques
Standard: Create
draw a proportionally lead to a similar end
Blooms: Apply
correct face from the result.
GLE: Use symbols to
demo and apply this to Art Learning: Critical
identify and
Reflection
drawing using pencil and demonstrate
Standard: Reflect
paper (Knowledge; Blooms: Understand
characteristics and
Comprehend, The expressive features of
GLE: Artists, viewers,
art and design using
characteristics and and patrons make
basic media.
expressive features in art connections among the
N/L/T: Technology
and design allow us to characteristics,
expressive features,
discuss and determine
and purposes of art and
the artists intent and design.
purpose; Tools and N/L/T: Literacy
Techniques; Literacy:
definitions of portrait
and mixed media;
Numeracy:
Understanding that body
parts on the face come in
pairs or groups (two
eyes, two ears, two
nostrils, etc)).

Using their knowledge

on how to draw a
portrait, students will be
able to produce one
large thumbnail sketch
of another classmate
with pencil and paper in
their sketchbook (Create;
Comprehend; Artists
make choices that
express intent and
purpose in art; Ideation;
Literacy: Learning the
definitions of portrait
and symmetry;
Numeracy:
Understanding that body
parts on the face come in
pairs or groups (two
eyes, two ears, two
nostrils, etc).

Lesson 3
Given examples of
Calders and Jensens
wire sculpture works of
representational
animals, students will
be able to reflect on
how to create three
dimensional forms
from two dimensional
elements such as
lines.
Art Learning: Artists
and Culture AND Art
Learning: Ideation
Standard:
Comprehend
Blooms: Analyze
GLE: The
characteristics and
expressive features in
art and design allow us
to discuss and
determine the artists
intent and purpose
N/L/T: Literacy