Lesson Plan Guide
Lesson Plan Guide
Teacher: Amanda McDonald
Subject: Art Grade Level: 7th
Unit: Chroma-Keying Lessons: 5
Lesson Plan Title: All About Me—Cubist Style
Concept/Focus/Overview Statement:
The lesson on designing high chroma-keyed compositions continues the unit lesson on chroma-keying. After reviewing the previous lesson on designing low chroma compositions with a high chroma contrast, students will discuss, describe, interpret, and examine how artist Pablo Picasso designed works in the Cubist style. Students will analyze the aesthetic qualities of several of Picasso’s works. Next, students will discuss how designing their compositions on “sweet spots” enhances their designs. Then students will apply their knowledge by creating their own “All About Me—Cubist Style” artworks with high chroma-keys and thick black outlines. These artworks will be abstract reflections of the students’ personnel interests. Finally, students will present their artworks to their classmates and will discus the components of their pictures.
MS Framework/Benchmarks Addressed:
1. Use advanced techniques appropriate to the unique qualities of various
media to reach an original and artistic solution. (CP)
a. Demonstrate competence in fundamental skills related to specific media.
b. Demonstrate safe and competent use of art materials and tools including
storage and clean up.
c. Demonstrate originality in solving artistic problems.
2. Know how to use the elements of art and principles of design in a variety of
media, techniques, and processes to create original and expressive works of
art. (CP)
a. Articulate the expressive use of the elements and principles of art in their own
work and the work of others.
b. Show increased proficient skill in using the elements of art in original and
expressive works of art.
c. Create works of art that reflect feelings, ideas, and personal experience in an
expressive way.
3. Increase knowledge of and ability to use various media, techniques and
processes in creating different effect in works of art. (CP)
b. Develop competency in specific techniques particular to one or two media.
4. Develop perceptual skills and use correct visual arts vocabulary to make
judgments while studying works of art. (CA)
a. Analyze and interpret the use of visual elements to create meaning and
communicate ideas in ones own work and the work of others.
b. Analyze and interpret the use of symbolism in their own work and the work of
others.
5. Investigate different models of critical processes for use in the examination of
works of art and design for reading, writing, and speaking. (CA)
a. Describe, analyze, interpret, and evaluate art works based on the visual
elements and principles of art.
b. Understand the difference between “looking” at art and “studying” a work of art.
d. Express individual conclusions and feelings about art verbally and through
writing.
8. Understand that factors of culture, time, and place affect the characteristics
of works of art and design. (HC)
c. Understand the characteristics and context affecting a masterwork of art.
9. Know that there are different concepts about what constitutes art. (A)
a. Investigate different opinions about what constitutes art.
c. Compare and contrast opposing viewpoints about what makes art.
10. Know that multiple factors affect how people respect, value, and derive
meaning from art. (A)
a. Know that viewpoints on the value of art may be based on a theoretical stance
or individual understanding of the work.
11. Know that the integration of visual arts concepts and skills with knowledge in
other subject areas provides essential tools for everyday life. (C)
c. Recognize the importance of planning a project involving the arts and a variety of
other disciplines.
Motivation/ Anticipatory Set:
Review: At the beginning of the unit, the students will review the elements of art, the principles of design, and vocabulary terms from the previous unit.
Affective Hook or Activity: The teacher will ask the students to share their opinions about the phrase: “A picture is worth a thousand words.”
Plan:
The teacher will review the previous lesson on chroma-keying designs. The teacher will have students identify how artist Pablo Picasso used chroma-keying to enhance his flat, two-dimensional paintings. The teacher will direct the students’ attention to the parts of the paintings where Pablo Picasso used thick black outlines to enhance the color in his designs. In addition, the teacher will explain the concept of cubism. Moreover, the teacher will explain the concept of having a modulated value-key. Next, the teacher will explain the concept of “sweet spots” on a composition. After watching the teacher create a “sweet spot” line drawing, the students will make their own “sweet spot” line drawings with systematic instructions from the teacher. The teacher will explain the guidelines of the project. Students will brainstorm ideas for their “All About Me—Cubist Style” projects. The students not only will share their brainstorming ideas but also will give suggestions as to how they will approach the design problem. Students will create their high chroma-keyed designs with thick black outlines using oil pastels. Using a ruler, students will draw lines to create “sweet spots” on black construction paper. In pencil, they will draw their abstract illustrations, which will incorporate their personal interests. Next, they will use oil pastels to color their designs, which will be unified through high-chroma colors and thick black outlines. Last, students will share their artworks with their classmates.
Importance/Relevance/Application to Real Life:
Besides gaining a better understanding of color, particularly chroma-keying, students will be able to express themselves and share their personal interests with their classmates. After the presentations of the projects, there should be a better sense of community among the students. Moreover, students should gain a better understanding of the famous artist Pablo Picasso and of artworks that are rendered in a cubist style. Finally, students should strengthen their skills with the oil pastels medium.
Learning Objectives:
Art History:
The student will discuss, describe, interpret, and examine Pablo Picasso’s work The Three Musicians. (DOK 3, DOK 4)
The student will identify and explain how the artist emphasized the elements of art and principles of design in his artwork. (DOK 1, DOK 3)
Aesthetics:
The student will define and describe the vocabulary terms in the right context. (DOK 1, DOK 3)
UNIT VOCABULARY TERMS
Cubists: artists who create works in the style of Cubism. (A style of art developed in the early 20th century by Pablo Picasso and Georges Braque. Cubism uses geometric shapes to fragment and compose forms and to show objects from more than one view.)
Modulate: variations in hues (going from high chroma to low chroma) or variations in value scale (light to dark)
Composition: the arrangements of the elements of art in or the subject matter of a painting. (A successful composition draws in the viewer and pulls their eye across the whole painting so that everything is taken in and finally settles on the main subject of the painting.)
Sweet Spots: areas of the format that resonate.
Principles of Design: guidelines that govern the way elements go together
Emphasis: a principle of design that stresses one element of art or makes an area stand out
Rhythm: a principle of design concerned with repeating an element of art to crate the illusion of movement
Movement: a principle of design that leads the viewer to sense action in a work or a path that the viewer’s eye follows throughout a work
Unity: the arrangement of elements and principles with media to create a feeling of completeness
Variety: a principle of design concerned with combining one or more elements of art to create interest
Balance: a principle of design concerned with arranging the elements of art so that no one part of a work overpowers, or seems heavier than, any other part
Two-dimensional: having height and width but not depth
The student will analyze the aesthetic qualities of Pablo Picasso’s painting. (DOK 3)
The student will discuss how the aesthetic qualities of the painting make it beautiful. (DOK 2).
Art Criticism:
The student will identify and distinguish the elements of art and principles of design. (DOK 1, DOK 2)
The student will assess and discuss how the artist created both unity and contrast in his design. (DOK 3)
The student will analyze how Paul Cezanne and Mathias Grunewald used “sweet spots” to design their compositions. (DOK 3)
Art Production:
After watching the teacher create a “sweet spot” line drawing, the student will make his or her own “sweet spot” line drawing with systematic instructions from the teacher. (DOK 2)
The student will create his or her own high chroma-keyed design with thick black outlines using oil pastels on 10” x 16” black construction paper. (DOK 4)
The student will cut his or her black construction paper to a 10” x 16” format. Using a ruler, the student will draw lines to create “sweet spots” on his or her black paper. In pencil, the student will draw the illustration, which will incorporate the student’s personal interests. Next, the student will use oil pastels to color the abstract design, which will be unified through high-chroma colors and thick black outlines. (DOK 4)
Procedures:
MONDAY DAY 1
The teacher will have the students discuss the phrase: “A picture is worth a thousand words.”
The teacher will have the students write the definitions of the Unit Vocabulary Terms.
The teacher will have the students review the elements of art and principles of design.
The teacher will present the Unit Presentation: Pablo Picasso, Chroma-Keying, and “Sweet Spots.”
The teacher will facilitate a class discussion on the Unit Presentation.
The teacher will explain and demonstrate “sweet spots.”
TUESDAY DAY 2
The teacher will facilitate a brief review of the Unit Presentation.
The teacher will have the students create their own “sweet spots” line drawings.
The teacher will explain the project guidelines.
The teacher will have the students work on their “All About Me—Cubist Style” projects.
WEDNESDAY DAY 3
The teacher will have the students work on their “All About Me—Cubist Style” projects.
The teacher will monitor students’ progress.
THURSDAY DAY 4
The teacher will facilitate an in-progress peer review of the students’ projects.
The teacher will have the students work on and finish their “All About Me—Cubist Style” projects.
The teacher will allow early-finisher students to work on any of the eight art classroom “Early-Finisher Activities.”
FRIDAY DAY 5
The teacher will have the students participate in the Final Presentation of the “All About Me—Cubist Style” projects.
Materials & Materials Management:
Overhead Projector image of Pablo Picasso’s work The Three Musicians
Images from Johannes Itten’s book: The Art of Color
Black Construction Paper (11” x 14”) (Students will change this to a 10” x 16 format.)
Oil Pastels
White 8”x10” copy paper
Tape
Scissors
Rulers
Assessment Questions:
What are the elements of art?
What are the principles of design?
What is the difference between high chroma and low chroma?
What does chroma-keying a design mean?
What are complimentary colors?
How does the color gray enhance other colors?
Describe Cubism.
What does the term “modulating” mean?
Name some “pleasing” formats.
What are “sweet spots”?
How do artists use “sweet spots” to design their compositions?
Understanding and proper use of the Unit Vocabulary Terms
Assessment Instrument:
Teacher-made rubric
In-Progress Peer Review
Final Presentation Critique
Closure:
Students will engage in the Final Presentation Critiques of their “All About Me—Cubist Style” projects.
Students will give summative descriptions about what they have learned.
Students will clean their areas at the tables.
Differentiated Assignment:
BGL: The student may receive aid from the teacher or a peer when drawing his or her “sweet spots” line drawing. If using oil pastels is too difficult, the student may use colored pencils, markers, or crayons.
OGL: The student will work on a high chroma-keyed design with thick black lines that illustrate colors or objects that represent his or her personal interests.
AGL: The student will be encouraged to enhance the project design through challenging prompts from the teacher. Since the project allows for an open-ended response, the AGL has the ability to be challenged throughout the entire project. Furthermore, the AGL can help a BGL.
Early Finisher Enrichment Activity:
(1) The student may engage in any of the eight art classroom “Early Finisher Activities.”
(2) The student may make-up any missing tasks.
(3) The student may assist a BGL student or a student with a disability at his or her table.
Materials:
8” x 10” copy paper
Colored pencils, Markers, Crayons
Oil Pastels
Black construction paper (11” x 14”)
Closure:
Students will engage in peer evaluations.
Students will offer suggestions about how to improve their classmates’ designs.
Students who do the enrichment activities will receive individual feedback from the teacher.
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