Element Eight is a unit t begin the term. It covers colour theory, rhythm; and unity and variety so that students develop a more complex art understanding of composition. Assessment is done through my current favourite, Process Portfolio! This is written in the MYP format.
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Key Concept: Communication
Related Concept: Expression and Genre Global Context: Identities and Relationships Statement of Inquiry: Students use elements and principles of art to better understand themselves and what they want to say. Inquiry Questions: What elements are working when creating rhythm, balance, and unity with variety? How are the elements and principles in this unit more complex? is there a formula for how much to follow and break rules of composition? Skills: Use complex colour theory, analyze visual art, use repetition, rhythm, and unity with variety to make a personally expressive work of art. Terminology: balance, unity, variety, rhythm, repetition, split complimentary, tetrad, discord Assessment: A. Investigation B. Developing C. Creating D. Evaluation |
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The Beat
Content Objective: I can identify the use of rhythm and repetition in a work of art. I can use these devices in my own experiments.
Language Objective: I can attached a descriptive word to the use of rhythm and repetition.
Culture Objective: I can develop a more complex appreciation of art.
Thinking Skill: What criteria do I use to identify the elements that go into making repetition and rhythm?
A. Look at three different works of art from different times and styles. Identify elements that are repeated. Describe the order in which our eye moves.
B. Listen to music, make an emotional description of the rhythm.
C. Choose a combination of 2 – 4 elements (not colour) and experiment with rhythm.
Notes: I allow the students to look at each image and makes notes, then for the process portfolio they choose one to write complete sentences. I try to vary the music choices like jazz, classical, West African, Latin X and almost always end with The Ramones. Here is a link to Wang Ximeng's painting, it's quite long and it's a lot of fun to scroll through it as they make notes. Also this painting has a fascinating story, but I'm not giving it away, do the research you'll dig it.
China Museum Online One Thousand Li of Rivers and Mountains
Language Objective: I can attached a descriptive word to the use of rhythm and repetition.
Culture Objective: I can develop a more complex appreciation of art.
Thinking Skill: What criteria do I use to identify the elements that go into making repetition and rhythm?
A. Look at three different works of art from different times and styles. Identify elements that are repeated. Describe the order in which our eye moves.
B. Listen to music, make an emotional description of the rhythm.
C. Choose a combination of 2 – 4 elements (not colour) and experiment with rhythm.
Notes: I allow the students to look at each image and makes notes, then for the process portfolio they choose one to write complete sentences. I try to vary the music choices like jazz, classical, West African, Latin X and almost always end with The Ramones. Here is a link to Wang Ximeng's painting, it's quite long and it's a lot of fun to scroll through it as they make notes. Also this painting has a fascinating story, but I'm not giving it away, do the research you'll dig it.
China Museum Online One Thousand Li of Rivers and Mountains
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Colour Theory
Content Objective: I can experiment with split complementary, tetrads, and discord.
Language Objective: I can use the terms for colour theory accurately.
Culture Objective: I can use the effects of colour to my own devices.
Thinking Skill: How does colour help communicate my intentions?
A. Work with colour wheel and experiment with these colour schemes.
B. Use colour to tone in art from previous lesson.
Notes: The video below is sub plans but works for this lesson as well. The video below that is a short and direct. there is a longer video on my You Tube Channel
Language Objective: I can use the terms for colour theory accurately.
Culture Objective: I can use the effects of colour to my own devices.
Thinking Skill: How does colour help communicate my intentions?
A. Work with colour wheel and experiment with these colour schemes.
B. Use colour to tone in art from previous lesson.
Notes: The video below is sub plans but works for this lesson as well. The video below that is a short and direct. there is a longer video on my You Tube Channel
Same Same Different
Content Objective: I can identify how a work of art is unified and what makes it interesting.
Language Objective: I can support the above statement using elements of art and principles of design.
Culture Objective: I can Identify these elements/principles in different works of art.
Thinking Skills: What elements are similar and how are the individual elements different?
A. Look at the work of art. Complete a See Think Wonder activity for it.
B. Identify elements that are used multiple times, even of they are not exactly the same.
How to make a search on a museum website:
1. Go to the museum website - or type a search for the art museum - Metropolitan Museum of Art
2. You'll need to find the art and/or collection sections.
3. Type your search words. Try these: Van Gogh, Monet, Zhu Da
How to cite a work of art: Artist, Title, Media, Year, Collection
Mr. Allen, Spacey Space, watercolour, 2023
Tiger Family, Ink and colour on paper, late 1800's, Cleveland Museum of Art
Notes: I started providing the image for the students because it was taking too long for the student to settle on an image they liked and when I began teaching middle school I thought it best to curate the images.
Language Objective: I can support the above statement using elements of art and principles of design.
Culture Objective: I can Identify these elements/principles in different works of art.
Thinking Skills: What elements are similar and how are the individual elements different?
A. Look at the work of art. Complete a See Think Wonder activity for it.
B. Identify elements that are used multiple times, even of they are not exactly the same.
How to make a search on a museum website:
1. Go to the museum website - or type a search for the art museum - Metropolitan Museum of Art
2. You'll need to find the art and/or collection sections.
3. Type your search words. Try these: Van Gogh, Monet, Zhu Da
How to cite a work of art: Artist, Title, Media, Year, Collection
Mr. Allen, Spacey Space, watercolour, 2023
Tiger Family, Ink and colour on paper, late 1800's, Cleveland Museum of Art
Notes: I started providing the image for the students because it was taking too long for the student to settle on an image they liked and when I began teaching middle school I thought it best to curate the images.
Bringing it all together!
Content Objective: I can use what I've studied about rhythm, colour theory, and unity with variety in an original artwork.
Language Objective: I an state the most salient part of what I've learned in five words or less.
Culture Objective: I can identify ways the elements and principles are found in diverse artwork.
Thinking Skills Question: What concepts are most important to my learning?
A. Using watercolour make an original work of art which applies what you learned about rhythm, colour theory, and unity with variety.
B. Write a headline as a title for our painting.
Language Objective: I an state the most salient part of what I've learned in five words or less.
Culture Objective: I can identify ways the elements and principles are found in diverse artwork.
Thinking Skills Question: What concepts are most important to my learning?
A. Using watercolour make an original work of art which applies what you learned about rhythm, colour theory, and unity with variety.
B. Write a headline as a title for our painting.
The Process Portfolio
I use portfolio assessment as a means for performance assessment. Normally what I do is make a copy for each student through Google Classroom and the students can personalize it as they like. This is not everything we do in class, but it is what is assessed. I like this method because I can do continuous formative assessment and it stands as a narrative of the unit. This comes in handy because at the end of the term I ask the students to reflect on the entire process.