CBCI Unit Plan – Coldiron

Concept Based Units

Unit 1 5^th Grade Still Life Drawing

Principal: Value can create the illusion of three-dimensional space

Concepts: Light and Dark, Space, Illusion, middle gray, value scale, 2D, 3D

Process: Drawing (Pencil)

Standards:

1PR Integrate observational and technical skills to strengthen artmaking.

4PR Select and use the elements and principles of art and design to communicate understanding of an interdisciplinary concept.

5RE Express what was learned and the challenges that remain when assessing their artworks.

Conceptual Lens: The conceptual lens for this assignment will be the relationship of value to the illusion of three-dimensional space. Allowing students to look at new art work and understand one way it successfully demonstrates space.

Guiding Questions: Students will be shown a black and white photograph.

• Why in this photo are you able to see the size and space of the objects?
• Is there a light shining on these objects? Where is it located?
• Why does that create different values on an object that is one single color?

Next students will attempt to choose the spots they see as the closest to white, black and middle gray (directly between black and white).

Learning Experiences:

Day 1 Lesson

Lesson Outline: Students will be given a 10in x 1in strip of paper and asked to divide it into 9 one inch squares. The first square will be left white and the last square will be filled in black. Students will then need to slowly work their way through the value scale finding the values in between. Using an eraser and pencil students will work to correct areas that are too light or too dark attempting to create a seamless line from white to black.

Timing: This lesson is designed to last 50 minutes. The first 25 minutes of this lesson will be spent working with students on guiding questions and exploring the concept of value and the illusion it uses to create three-dimensional space. The remaining time in this lesson will be used to allow students to create their own value scale and practice working with their materials.

Materials:

• Teacher- Whiteboard, Projector, Video links, Black and White Photo, Example for modeling
• Student- 10in x 1in paper strips, 4B drawing pencils, pink pearl eraser, kneadable eraser, ruler, art journal

Set up:

Teacher – Teacher: Before the lesson the teacher will find visual aids to assist students in understanding the relationship between value and the illusion of space. In addition she will cut out paper strips to be used in creating value scales.

Student – During the discussion of guiding questions and value, the weeks helper table will pass out supplies and art journals to the class.

Students will be shown a video of an artist drawing a still life. They will be asked to pick out what about the piece makes it appear so life like, identify what the artist works on first in the video and why that might be, then they will record their answers in their art journal.

Social Media :

Still Life Drawing Realism

 

Intro to the Element of Value

https://www.pinterest.com/pin/AbNdoGmuIT6XEJx0eaOqfETM6y7dZRkHmwxKEQs8vgJz3hC2pcoJO-s/

 

Elements of Art: Value

 

Day 2-4 Lesson

Lesson Outline: Each table will have a still life of different fruit, bottles, and other objects set up with a direct light source. Students will draw there still life first focusing of the darkest areas, then the lightest and working their way to the middle values. They will be working on middle gray paper to help by giving them a base line for their middle values. It will be as important for them to use their eraser for drawing light spaces as it would be to use their pencil elsewhere.

 

Timing: This lesson will last through several class periods with students moving at their own pace. Students will have three days to complete their project, if their project is not completed during this time they will need to complete it at the end of the quarter during catchup week.

Materials:

• Teacher- Various Fruit, Bottles and Containers, Flashlights, White Board, Projector, Internet
• Students- 9in X 12in Gray Bristol Paper, 2H 2B, 4B Pencils, pink pearl eraser, kneadable eraser, art journal and tissues

Set Up:

Teacher – Teacher: Before the lesson the teacher will prepare still life’s on each table and position a light source on the objects. She will project different examples of black and white still life pencil drawings.

Student – As students arrive to class the weeks helper table will pass out supplies and to the class, making sure to check the supply board for any changes.

 

Assessment: Students will self-evaluate their work giving themselves a 1 through 4 rating on craftsmanship creativity and clean up. Followed by three short answer questions.

• What would you do to create value in your work, if you were photographing a still life in black and white?
• What does value do to stop a work from appearing flat?
• Where do you see value in your own life?

 

 

Unit 2 2^nd Grade Warm/Cool Color Self Portrait

Principal: Color can show an artist’s emotions or feelings

Concepts: Warm/Cool Colors, Color Families, Self portrait

Process: Drawing (Pastels)

Standards:

1PE Notice and point out details and respond to expressive features in artworks.

5PR Identify, select and use art and design elements and principles to express emotions and produce a variety of visual effects (e.g., nuances of surface, contour, pattern and tone).

4RE Share their personal interpretations of the meanings conveyed in various works of art

5RE Describe how an artist uses the elements and principles of design to create expressive impact in a work of art.

Conceptual Lens: The conceptual lens for this unit will be function, examining how color can be used to communicate the emotions of an artist. This unit will allow students to explore their own feelings and how color can be used to show those emotions in their art work.

Guiding Questions: Students will view different self-portraits painted by Pierre-Auguste Renoir, Frida Kahlo and Picasso done at different times in their lives. Portraits will be placed side by side for comparison of facial expression and color.

• What differences do you notice between these two self-portraits?
• What emotion do you think they are feeling in each picture?
• How do the colors make you feel a different emotion?
• What emotion would you choose for your own self-portrait?
• What colors would you use?

Learning Experiences:

Day 1 Lesson

Lesson Outline: Students will study different self-portraits, with the teacher writing their answers on the board. The teacher will take a black and white photo of the students in their chosen pose and chosen emotion. Student will then choose a color family they feel best matches the emotion they wish to communicate, and practice working with those colors on scrap paper. Students will have the option to bring one prop for their portrait.

Timing: The first 30 minutes of this lesson will be devoted to discussing the function of color and emotion in art and studying various artist self-portraits.  The remaining 20 minutes of this lesson will give the students a chance to pick a color family for their portrait and have their picture taken.

Materials:

• Teacher-Digital Camera, White board, Projector, Images of Artist Self-portraits, Large Color Wheel
• Scrap paper, Color wheels, Chalk pastels, Pencil, Eraser

Set Up:

Teacher – To prepare for this lesson the teacher will need to find a digital camera, collect a verity of artist self-portraits, and print off and laminate color wheels.

Students – The table helpers of the week will need to pass out color pastels, color wheels and other supplies for students. As well as art journals.

Day 2-4 Lesson

Lesson Outline: Students will cut out their photo and use chalk pastels to add their color family of choice. They will draw in a background for their portrait and use chalk pastels to add detail. Students will continue to add to their work until they are satisfied and have completed teacher suggestions they are comfortable with.

Timing: This lesson will take several days to complete. Students will have two days to complete their work with partial time the third day before students being the wrap up activity. Any work that is not complete at the end of the lesson will need to be finished during catchup week at the end of the quarter.

Materials:

• Teacher- Projector, Images of Self-portrait examples, Example of completed project (model)
• Student-Photo copy of student picture, chalk pastel, eraser, scissors, glue, variety 9in x 12in construction paper

Set Up:

Teacher – The teacher will need to print of two copies of each student’s portrait before the lesson can begin. In addition, she will create a model to work on in front of the class. The teacher will also pass back art pieces for students to continue their work.

Student – The assigned table helpers of the week will pass out supplies including color pastels, color wheels, and rubrics.

Assessment: Students will self-evaluate their work giving themselves a 1 through 4 rating on craftsmanship creativity and clean up. Then they will complete two short answer questions.

• How does color help artists communicate?
• What emotion did you chose for your portrait, and how do your colors help share that emotion?

Lesson Wrap Up Activity: Students will share their work with their table and explain to one another why they made certain color and facial expression choices in their work. They will reflect on their work and if there is anything they would change and provide positive feedback for their peers.

Social Media

Comparing Warm and Cool Colors

My Many Colored Days by Dr. Seuss

Monochromatic Self-portraits

https://www.pinterest.com/pin/AdN7yD9erfj3wR2JWmTMaUcAMcjCDO9Z9yZDZE2w0AAew4V3voC40vk/

Photo Copy Self-portrait Example

https://www.pinterest.com/pin/484066659929907120/

Photo Copy Self-portrait Example 2

https://www.artsonia.com/museum/art.asp?id=911332