foundationsintermediateap ali
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Alicia Herzog Unit Plan Fall 2012 Hyatt-‐Wade
Title: Intertwined Introspection Enduring Ideas: Throughout time and across cultures artist have become accustomed to harnessing their experiences for art making. Artists should be compelled by their emotions and use them to create meaningful art work. Course: Foundations (beginning level) ELO’s: -‐ Expressively manipulate the art elements and principles to create compositions that exhibit a compelling division of space
-‐ Develop personal responses to art problems exhibiting the ability to generate multiple and rich ideas that inform content rich work
-‐ Demonstrate fluency using multiple processes to show the exploration of a variety of two-‐dimensional media, techniques and tools.
-‐ Through the use of a variety of media and techniques, develop a repertoire of visual experiences exhibiting both quality and breadthe.
-‐ Show the ability to integrate conceptual and technical approaches in choosing appropriate media and techniques.
Essential Questions -‐ What associations are made with being fragile and invulnerable?
How can materials and the elements of art express those associations? -‐ -‐ How does this concept directly apply to your life and how will you express it?
Exemplar Artists:
Louise Nevelson
Claire Zeisler
El Anatsui
Objectives: -‐ The artist will be able to use a variety of materials and explain each of them symbolically
-‐ The artist will be able to define and use a variety of weaving techniques
-‐ The artist will be able to define and use the elements of art and principles of design to express key elements in their work
Materials: -‐ yarn -‐ foil -‐ beads -‐ sequins -‐ wire -‐ thread -‐ fabric -‐ sewing/embroidery needles -‐ dowel rods
-‐ scissors -‐ found objects -‐ any materials the artist finds suitable for expression (school appropriate)
Procedures: -‐ Artists will first be asked to carefully consider the concept of fragility and invulnerability, then reflect and write down instances where they felt each in their journals
-‐ A demonstration will be given exploring the various types of weaving techniques and artists will then be given time to play with each technique.
-‐ Artists will collect various materials as artistic research. Catalogs will also be provided if students wish to explore materials that are not provided in the classroom.
-‐ Artists will choose a specific moment in their life and express it through weaving using various techniques and materials.
-‐ Artists will later take a self portrait with the piece and write a short prose which should reinforce the theme of their work
Assessment: Students will be assessed on the cohesiveness and meaning within their theme. Their photograph, prose, and weaving should all be able to stand alone yet support one another, and show careful considerations in personal aura. Culminating Activity: Students are to write a short prose and take a digital self-‐portrait with their weavings to develop a cohesive story between writing, imagery, and artists.
Title: Novel[ties] Enduring Ideas: Throughout time and across cultures people have told stories. From the beginning of time we have proof of human urge to create fables. Artists have used all kinds of art making to tell fictional, personal, or historical stories. Course: Studio Art (intermediate) ELO’s: -‐ Analyze ways in which artists interpret ideas, solve problems, reflect, and lend relevancy to their times.
-‐ Expressively manipulate the art elements and principles to create compositions that exhibit a compelling division of space.
-‐ Develop personal response to art problems exhibiting the ability to generate multiple and rich ideas that inform context rich work.
-‐ Demonstrate an understanding of ways to assess development and to defend ones personal aesthetic.
-‐ Demonstrate creative problem solving skills through the production of art that investigates formal and conceptual art problems.
-‐ Describe, analyze, and evaluate to show an awareness of multiple and diverse interpretations of art in relation to culture.
Essential Questions: -‐ What are stories and why do people tell them? -‐ What is significant in storytelling? -‐ How can a story be told without words? -‐ What’s your story?
Exemplar Artists:
Brian Dettmer
Guy Laramee
Objectives: The artist will be able to: -‐ Use an Xacto knife safely to cut with precision -‐ Build three-‐dimensional sculptures from paper -‐ Assemble a piece that uses the elements of art and principles of design in a fashion that effectively tells a story
Materials: -‐ old books -‐ xacto knives -‐ scissors -‐ adhesives -‐ paper -‐ any other materials the artist finds suitable (school appropriate)
Procedures: -‐ Artists are to keep a journal to document their daily lives so they can further reflect on important moments within their life.
-‐ We will explore various forms of storytelling as well as look at exemplar artists
-‐ A demonstration will be given to show how to assemble paper sculptures and students will play with various techniques.
-‐ Students will write their own short story, then create a sculptural book that tells their story.
Assessment: Students will be assessed by how effectively their sculptures go with the stories they wrote as well as how well the piece was executed. The stories should be rich with description and interesting, and the piece should show careful attention to detail. Culminating Activity: Students are to write a short story, which will stand in as their artist statement. Their artwork should be a direct depiction from their story and they should be able to talk about why that specific moment is important.
Title: Evolution of a Theme Enduring Idea: Throughout time and across cultures artist have taken an idea and made it their own. Through the process of creation artists have discovered what is successful and unsuccessful in their works and worked towards perfection. Course: AP Art (College Level Expectations) ELO’s: -‐ Analyze way in which artist interpret ideas, solve problems, reflect, and lend relevancy to their times.
-‐ Expressively manipulate the art elements and principles to create compositions that exhibit a compelling division of space.
-‐ Develop personal responses to art problems exhibiting the ability to generate multiple and rich ideas that inform content rich work.
-‐ Demonstrate an understanding of ways to assess development and to defend ones personal aesthetic
-‐ Demonstrate creative problem solving through the production of art that investigates formal and conceptual art problems.
-‐ Describe, analyze, and evaluate to show an awareness of multiple and diverse interpretations of art in relation to culture.
-‐ Relate studio experiences to the real world by exploring post-‐secondary opportunities and by connection to the larger art and academic community.
Essential Questions: -‐ What makes a specific theme important? -‐ How can a theme be expressed using a specific medium or technique?
-‐ What about the theme engages an audience? -‐ How has that theme changed over time in art history?
Exemplar Artists: -‐ example: (theme: body image)
Venus of Willendorf Botticelli “The Birth of Venus” Rubens “Venus in Front of the Mirror”
John Currin “The Bra Shop” Jenny Saville “Flesh” Objectives: -‐ Students are to think critically about the meaning of a specific theme
-‐ Students are to research that theme extensively -‐ Students are to know the (art) history of the theme and build upon such themes to create their own meaningful piece
Materials: -‐ gouache -‐ paper -‐ pencil -‐ ink -‐ books/research
Procedure: -‐ Students will choose a specific theme in art history -‐ They will research historically ways in which the theme has been presented over time
-‐ Students are expected to give a brief presentation of their research, which should include the works of five artists who play or deal with their theme
-‐ With the materials provided, students are to express their theme in a way that has seemingly never been done before
-‐ Later students wi; be expected to develop a collaborative show around their theme using one image from each artist they researched and their final piece. An artist statement should be provided.
Assessment Students will be assessed by the cohesiveness of their final exhibition. There should be a clear evolution within the works and their final piece should be carefully crafted and unique. The presentation of artist research and knowledge should be clear within the artist statement. Culminating Activity:
Students are to host a collaborative show with their own work and the work of their five researched historical works. The show should demonstrate a clear evolution of a theme and an artist statement should be provided which explains the relative and cohesiveness of all the works together and the importance of each within the students specific theme.