THEMATICSHANNON

UNITHAGERMAN
PLAN
DRAKE UNIVERSITY

EDUC 242
 TABLE OF CONTENTS

Theme Statement
..
pg. 2

Standards & Objectives

...... pg. 2 5

Text Overview
...
pg. 6 11

Lessons ..
. pg. 12 43

Lesson 1: Elements of Art ....

.... pg. 12 14

Lesson 2: Line .
.... pg. 15
17

Lesson 3: Shape
.. pg. 18 20

Lesson 4: Form ....

.. pg. 21 24

Lesson 5: Value ..
.... pg. 25 28

Lesson 6: Color .....

.. pg. 29 31

Lesson 7: Space ....

.. pg. 32 34

Lesson 8: Texture ...

.. pg. 35 37

Lesson 9: Cooperation of the Elements ..

pg. 38 40

Lesson 10: Communication & Cooperation ..

pg. 41 43

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Note Page

. pg. 44 45

Final Assessment
.. pg.
46 49

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Theme Statement:
The theme of this unit is the seven basic elements of art. These elements are the building blocks
for the creation of art. By learning these elements in the introduction phases of art, students will
have a greater comprehension of how to make quality work. Throughout this unit text will be
provided to deepen student understanding of these elements. We will investigate how artists use
the elements in their work and how students as artists can incorporate the elements into future
work. This will be done by analyzing pieces created by famous artists. While it is important for
students to learn the academic language that accompanies the basic elements, it is also important
for them to understanding more than the elements definitions. The text will assist students in
seeing a real world view of art today and how the elements are still used to express ideas. The
main goal of this unit is to teach students how to view works of art critically, using the seven
basic elements of art. This is done through a variety of strategies to ensure the greatest learning
potential for all students.

Standards and Objectives:

Lesso Student Objective Iowa Core Curriculum Literacy Strategy

n# Standard
Students will learn vocabulary RST.9-10.7 Translate
involving the seven basic quantitative or
elements of art. technical
information
1 Students will use the elements expressed in words
of art to analyze art work. in a text into visual
form and translate
information
expressed visually or
mathematically into
words
Students will be able to RST.9-10.1 Cite specific
describe the different types of textual evidence to
line and why they are used in a support analysis of
piece. science and technical
2 texts, attending to the
precise details of
explanation or
descriptions
-Graphic Organizer,
understand the
connections of the
elements and a piece
of work
-Word Wall,
academic language
that will be used
during this unit.
-Question Answer,
understand what from
the text supports the
use of lines

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 Students will understand the
impact of line on an artwork
2 through critique.
Students will be able to see and
3 explain the importance of shape
in an artwork.
Students will understand the
process of creating form from
shapes.
4 support analysis,
Students will understand how
form adds realism to an
artwork.
5 Students will understand how
value is used to give form to
shapes.
Students will understand the
impact of using the value scale
in artwork.
6 Students will understand the
impact that color can have on
an artwork.
6 Students will understand how
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WHST.9-10.2 Write
informative/explanatory
texts, including the
narration of historical
events, scientific
procedures or technical
processes
WHST.9-10.9 Draw
evidence from
informational text to
support analysis,
reflection, and research
WHST.9-10.9 Draw
evidence from
informational text to
reflection, and
research
RST.9-10.7 Translate
quantitative or technical
information expressed in
words in a text into visual
form and translate
information expressed
visually or
mathematically into
words
RST.9-10.7 Translate
quantitative or technical
information expressed in
words in a text into visual
form and translate
information expressed
visually or
mathematically into
words
RST.9-10.1 Cite specific
-Writing to Learn,
quick write with
questions to better
understand matter
and form individual
opinion on piece
using the elements
- Question Answer,
guide student
understanding of text
- Shared reading, peer
help to understand
text
- Read Aloud,
promote engagement
and foster critical
thinking skills to
analyze painting form
- Read Aloud,
promote engagement
and foster critical
thinking skills to
analyze
- Questioning the
Author (artist),
analyze artists work
to think
metacognitively
- Questioning the
Author, this will help
students understand
how artists use color
in work. It will also
help build on how
they will use color to
express emotion
- Close Reading
 color can help to create and
inspire emotion.
7 Students will be able to
identify different types
incorporated in a work
and how it impacts the
viewer.
8 Students will be able to
create texture in order to
provide realism in their
own work.
Students will understand
the techniques others
use when applying
texture to their work.
9 Students will understand how
an artist uses multiple elements
in their work.
9 Students will be able to identify
the elements working together
in a piece.
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textual evidence to
support analysis of
science and technical
texts, attending to the
precise details of
explanation or
descriptions
WHST.9-10.9 Draw
evidence from
informational text to
support analysis,
reflection, and
research
RST.9-10.7 Translate
quantitative or technical
information expressed in
words in a text into visual
form and translate
information expressed
visually or
mathematically into
words
WHST.9-10.2 Write
informative/explanat
ory texts, including
the narration of
historical events,
scientific procedures
or technical
processes
WHST.9-10.10 Write
routinely over
extended time
frames and shorter
frames for a range of
discipline-specific
tasks, purposes, and
audiences
- Read Aloud, both of
these will lead to a
discussion of how
color is used to
promote an emotional
response
- Shared Reading
- Think Aloud,
understanding
together how an artist
uses space in work
- Read Aloud
- Questioning the
Author (Artist),
understand how
artists use texture in
work. They will also
understand how to
use texture in their
own work.
- Shared
Reading/Read Aloud,
they will be making
notes over the
elements and how it
applies to the image
- Jig-Saw, final votes
will have brief
statements as to why
they think a certain
element wins the
argument
 10 Students will understand how WHST.9-10.9 Draw - Read Aloud
an artist uses multiple elements evidence from - Shared Reading, the
in their work. informational text to reading will give
support analysis, elements to apply
reflection, and when viewing piece
research
10 Students will be able to identify WHST.9-10.10 Write - Writing to Learn,
the elements working together routinely over summary allows for
in a piece. extended time greater understanding
frames and shorter the elements in their
Students will understand how frames for a range of piece of selected
all the elements will have an discipline-specific work
impact on the creation of their tasks, purposes, and
own work. audiences

UNIT STANDARDS:
- RST.9-10.7 Translate quantitative or technical information expressed in
words in a text into visual form and translate information expressed
visually or mathematically into words
- RST.9-10.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of explanation or
descriptions
- WHST.9-10.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures or technical
processes
- WHST.9-10.9 Draw evidence from informational text to support
analysis, reflection, and research
- WHST.9-10.10 Write routinely over extended time frames and shorter
frames for a range of discipline-specific tasks, purposes, and audiences
- Anchor Standard #3 Refine and complete artistic work
- Anchor Standard #7 Perceive and analyze artistic work
- Anchor Standard #9 Apply criteria to evaluate artistic work
- Anchor Standard #11 Relate artistic ideas and works with societal,
cultural, & historical context to deepen understanding

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Text Overview:

BOOK RESOURCE- The Art Book: New Edition by Phaidon Editors,

2012

This book is a collection of what Phaidon considers to be great artists.

It ranges in medium; painting, pencil, chalk, mixed media, performance, etc.
The images from this book will be used to instruct students throughout the
semester. At the top of each page there is a 2-3 paragraph description of the
work. This summary will help students to understand the intent of the artist
and how they created the work the students are analyzing.
Deeping Understanding Through Text This will be used whenever a
piece from the book is used as a whole class critique. This extra information
given for each piece adds to the meaning of its creation. These will be given
to the students after critique, it helps them understand the pieces more than
what they have already gathered from the critique.
(All Lessons: pg. 12, 15, 19, 21, 25, 33, 36, 39, 42)

ONLINE TEXT ARTNEWS. COM

http://www.artnews.com/2016/01/08/i-am-convinced-art-has-much-to-do-with-madness-
jean-dubuffet-paints-a-picture-in-1952/

I am convinced art has much to do with madness Jean Dubuffet Paints A Picture in 1952
By The Editors of ARTnews 1/8/16
(Lesson #2: pg. 16)
Dubuffet was one leader of the Art Brut movement. His style was
complicated and confusing to some while others saw beauty in the madness.

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This article is a first-hand account of Dubuffet and his craft. He talks about
his process of making and expression.
This article will help with the overall theme of my unit by giving the
students a different view point. I think the greatest thing that the articles I
give students this unit can do is challenge the way they originally thought of
an element. Encountering different perspectives is vital the more an
individual tries to understand their own opinion on a topic. This article will
cause students to consider the elements from a different angle.

ONLINE TEXT ARTNEWS.COM

http://www.artnews.com/2015/12/18/the-world-goes-pop-at-tate-
modern/

The World Goes Pop At Tate Modern

By: Elizabeth Fullerton 12/18/15
(Lesson #3 pg. 18)
This article looks at the ways artists have created pop art and the shift
in intent within a decade of its beginning. The movement began in the
1950s with a focus on pop culture and the American dream. During the
1960s there was a shift in expression to covey social issues.
Pop Art is a method that deals heavily with shapes and colors. I think
this is a good article because it helps talk students through a kind of work
that focuses on the element were discussing. While the more effective
pieces have a mixture of all the elements of art, some movements focus
entirely on one or two elements. It is simple to understand how shape
impacts the composition of a piece when dealing with Pop Art.

ONLINE TEXT ARTNEWS.COM

http://www.artnews.com/2015/01/24/less-is-more-ad-reinhardts-
twelve-rules-for-pure-art/

Twelve Rules for a New Academy

By. Ad Reinhardt
(Lesson #10 pg. 41)
This article discusses the idea of how art is changing. It talks about the
opposite of what this unit is about. Abstract artists attempting to break the
mold created by past movements. Abstract artists do the opposite of every
principle or element that has been formally taught.
I picked this article for the class to show a different side of the art
world. Id like to see if it appeals to them when the elements that structure
art are removed. While these artists say they are breaking the mold, you can
still use elements and principles of art to describe why they are appealing. It
is important for student to see that even when an artist tries not to use the
elements, it is the elements they subconsciously use that make the work
affective.

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POEM-
Kaleidoscope Eyes
By Poet Destroyer A 2013
(Lesson #6 pg. 29)
This poem describes the event of falling in love through the use of
color. While knowledge of gems is not what I am teaching, this poet uses
them as descriptors through the color of each gem. Students will be able to
see emotion described through use of color visuals. They will be able to see
the poem in a visual way and also begin to understand why color is so
important in work when an artist is trying to express a feeling. It is the
easiest way to get an outside viewer to understand the emotion they are to
have when viewing a piece.

Kaleidoscope Eyes
By Poet Destroyer A 2013

A world of change
Round and round
Unfolding
My heart of envy and gold,
The birth of a new stone
Hazel room, vibrant lilac sky,
Deep orange haze in a warm place
Arms of sapphire and cornflower blue
Fuchsia beauty drip
All colors drift
The day we met
Vision of dark slate gray
Fading away
Lighting a new age gem
Turning and creating different stars
Magic mint skies
White antique petals follow the wind
Opal dreams, clouds embedded with impurity
My heartbeat produces flashing colors
The palest amethyst bluebonnet forever fields
Flawless tear drop streams
Diamond shaped love
Ruby red promises to keep
Falling into the deep
Every color spins new
The day I fell in love with you
Peridot line green shade
A love as old and gray
Olive brownish sun
Honeydew skin

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Our future clear as aqua marine
Every day you turn fresh new seasons in my
Changing the sequence in my color and event
Kaleidoscope Eyes
Reflected by the mirror of you
Crystallizing everything

MAGAZINE RESOURCE- International Artist

April/May 2016

Portraying Sunlight by Dean Larson pg. 66&67

(Lesson #7 pg. 32)
This article describes the stages of drawing or painting from direct
observation. The hardest element to catch being light. From p.66-69, the
artist/writer demonstrates in a step by step process how to block in a
painting using a view finder. These steps include light, shadow, color, and
linear perspective.
The use of a view finder in this article is directly related to my lesson
on space. It helps to give authentic use of a view finder by an actual artist.
Students will be able to see it as a tool for all artists rather than just
something their teacher is requiring them to use. A view finder is used by
some artists all the time, no matter how long they have been practicing.

The Importance of Light by Tom Browning Pg. 56-63

(Lesson #8 pg. 35)
This article discusses the importance of light to create value in a piece.
Light is used to create texture, contrast, and emphasis of details within a

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piece. The artist makes sure not to distract from the main focal point while
still given value to the other elements within the piece. The artist/writer
explains the step he takes when creating his western/cowboy inspired pieces.
The main emphasis of this article is how add a lot of detail to a painting
by using light as the method of understanding. Detail can also be renamed
as texture. Texture is adding extra information to something in order for a
viewer to be able to fully understand an object. Students will use this artists
ideas and apply them to their own work.

Views from above by John OHern p.46-55

(Lesson #9 pg. 38)
In this article Mark Lague discusses his techniques used in his
creations. He speaks of shape, value, color, ad visual interest when painting.
Lague also gives a brief synopsis of his career path and entrance into the art
world. He also explains his design strategies in a 6 step process. Included
with this article are 11 of his pieces, so readers can see his method in action.
Lague discusses how he uses all the elements when creating a piece of
work. He has a set strategy when approaching a piece and advises others to
follow it. I will not tell my students they have to follow it, but it will give them
the opportunity to see one way of approaching their future work. This article
allows for us to have a whole class discussion on all of the elements and
students to express their opinions on the elements.

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Lesson Artist
#
10 John James Audubon
2 Willi Baumeister
9 Albert Bierstadt
10 Umberto Boccioni
10 George Catlin
9 Frederick Church
5 Chuck Close
4 Jacques-Louis David
6 Marlene Durras
5 Jean-Honare
Fragonard
2 Robert Frank
1 Vincent Van Gogh
8 Atkinson Grimshaw
Extra Edward Hopper
4 Leonardo da Vinci
1/3 Pablo Picasso
Extra Piero di Cosimo
1 Jackson Pollock
2 Georges Seurat
8 Paul Signac
7 Leon Spilliaert
3 Andy Warhol
1 Grant Wood
7 Andrew Wyeth
THE ART BOOK by Phaidon (Above Pictures are from this book.)
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Name of Work Pg. / Element
Roseate Spoonbill Pg. 27 / texture, color
Mortaruru with Red Pg. 41 / shape
Overhead ABSTRACT
The Rocky Mountains Pg. 54 / line, shape. Value, color FINAL
Elasticity Pg. 58 / line, shape, color
ABSTRACT
Ambush for Flamingoes Pg. 105 / line, space
Twilight in the Wilderness Pg. 117 / value, color, space, texture
FINAL
Big Self-Portrait Pg. 122 / VALUE
REALISM
The Death of Marat Pg. 140 / texture, form, line
Jule The Woman Pg. 167 / COLOR!
ABSTRACT
The Swing Pg. 189 / value, line, space, color
Parade Hoboken, New Pg. 191 / value, line, space
Jersey
Self-portrait Pg. 219 / texture, value, line, color
Nightfall Down the Pg. 231 / value, line, texture
Thomas
Cape Cod Evening Pg. 270 / space, texture
Mona Lisa Pg. 321 / texture, form, line
Weeping Woman P. 415 / color, line, SHAPE
ABSTRACT
Perseus Freeing Pg. 417 / color, space, line
Andromeda
Number 1 a, 1948 Pg. 427 / line, color, texture, space
ABSTRACT
Sunday Afternoon on the Pg. 489 / texture, line, value, color
Island of the Grade Jatte
The Papal Palace, Avignon Pg. 496 / texture, color, space
Moonlit Beach Pg. 509 / SPACE, value
Marilyn Pg. 556 / color, line, shape, texture
American Gothic Pg. 569 / texture, value, space, line
Christinas World Pg. 572 / texture, SPACE, color, value
Lesson #1
Topic:
Introduction to the Elements of Art
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
Students will learn vocabulary involving the seven basic elements of art.
Students will use the elements of art to analyze art work.
Students will identify the quality of work based on the elements of art.
Content/Vocab:
Line
Shape
Form
Texture
Space
Color
Value
Standards:
Anchor Standard #7: Perceive and analyze artistic work.
Anchor Standard #9: Apply criteria to evaluate artistic work.
RST.9-10.7 Translate quantitative or technical information expressed in words in a text into
visual form and translate information expressed visually or mathematically into words
Resources/Materials:
The Art Book: New Edition by Phaidon
-Weeping Woman by Pablo Picasso
-Number 1a, 1948 by Jackson Pollock
- American Gothic by Grant Wood
- Self-Portrait by Vincent Van Gogh
Video The Elements of Art https://www.youtube.com/watch?v=pigFSxi25qc

Lesson Plan Sequence:

These images will be displayed on the board first day of class.
-Weeping Woman by Pablo Picasso
-Number 1a, 1948 by Jackson Pollock
- American Gothic by Grant Wood
- Self-Portrait by Vincent Van Gogh
Students will have about 5 minutes to write down everything they think about or see in
the pictures

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 I will ask them to tell me what they think makes these pieces great art work, using
specific parts of the images as justification. (All of this pieces are well known works of
art. There is a chance that some of the students may recognize them.)
Show video to introduce the 7 basic elements of art: https://www.youtube.com/watch?
v=pigFSxi25qc
- This video allows for an introduction of the elements that is interesting and allows for
the students to see visual examples of each.
Next I will have 7 different pieces of large paper. Each piece of paper will have one of the
elements on it. I do not expect the students to remember everything that the video
explained about the elements, but get the overview. For each of the elements we will
draw a concept map, having students connect words or anything else they wrote down
when viewing the introductory pictures. These can be things that they remember from the
video or what they can imply from the words and the meaning they already possess.
These pieces of paper will be displayed around the room so they can be viewed
throughout the unit. They will act as a sort of word wall that we can add to the more they
learn and they can use the words as descriptors when writing.
After we have made our concept maps we will go over the vocabulary in the form of a
power point. It will be the same information that was covered in the video, but we will
spend more time on each one. Every element discussed will have visuals to go along with
the definition. There will be an image displayed with each one of the elements. The
images will be the same that we viewed at the beginning of class. This will solidify or
change their view of the images. It will be a way for them to see if they viewed the
elements correctly at the beginning of class.
At the end of the lesson after discussing the elements I will ask the students to write 2-3
sentences about which element they find most important and why. This will give me ideas
for future lessons. It will also allow for me to see what they have learned from the lesson
today.
Assessment/Evaluation:
Diagnostic Introductory pictures
- I will be able to see what knowledge they already have about analyzing art work.
If they have not been taught how to analyze work, I can see how they naturally
understand a piece of art work.
Formative Word mapping
- This will allow me to see what they obtained from the video and what connections
they can make between the elements, art work, and their own pervious analysis.
Differentiation:
Visuals with Vocabulary
Video for Engagement (visual & auditory)
Literacy Strategies:
Graphic Organizer
Academic Vocabulary Instruction
Word Wall (kind of)
These strategies are being utilized in the lesson because they involve visuals while building
an academic vocabulary. This vocabulary is essential to my whole unit. It is important to build a

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foundation and understanding before we enter into the rest of the unit. We will go back over each
of the vocabulary words in more depth in later lessons. The concept map that we are using like a
word wall will be important to remind students of the word usage expected from them when
analyzing work later.

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Lesson #2
Topic:
The Elements of Art Emphasis of Line
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand the impact of line on an artwork through critique.
- Students will be able to describe the different types of line and why they are used
in a piece.
- Students will be able to create examples of line.
Content/Vocabulary:
- Line
- Abstract
- Realism
Standards:
- Anchor Standard #3: Refine and complete artistic work.
- RST.9-10.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanation or descriptions
- WHST.9-10.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures or technical processes
Resources/Materials:
- The Elements of Art: Line https://www.youtube.com/watch?v=BDePyEFT1gQ
- Parade Hoboken, New Jersey by Robert Frank
- Sunday Afternoon On The Island of Grade Jatte by Georges Seurat
- I am convinced art has much to do with madness Jean Dubuffet Paints A Picture
in 1952 By: The Editors of ARTnews
- The Art Book: New Edition by Phaidon Editors

Lesson Plan Sequence:

- We will start the lesson by discussing line. This will happen by viewing a video
on line and revisiting the concept map we have previously made. At the end of
class we can add onto the concept map anything they have learned about line that
has not already been included on our map. I will ask for the students to take notes
on what we are discussing about line and make notes on the concept map we
completed the class before.
- As a class we will view the 2 images from The Art Book. We will discuss the lines
that they see in these images. If they dont use the proper adjectives that I would
like to hear, I will add them in as we go. Saying that the end of these add ins,
you might want to make note of that, to indicate that it was an important

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 comment. This will also be when we talk about the topic of realism. The
photograph is a direct display of realism.
- After viewing the images and talking about line, we will read the Art News
article.
Students will read article individually. They will discuss with table groups
because the article is slightly complex. As a group we will talk about the main
ideas. I will also ask students to view the picture of Dubuffets pieces that are
included in the article. I will display these large on the board, so students have a
chance to really inspect the work.
- A group discussion will take place after the article has been read and the images
have been viewed on the board/overhead. Do you think this work is madness?
Why or why not? Are elements of design included in his pieces? What are they?
How does he use them to create an effective piece of work? Does his make them
quality work? Finally, do you like the work? This is important for them to form an
opinion about movements. The students will be able to start deciding what type of
work they enjoy viewing.
- Students will apply the questions asked during group conversation to the piece
Mortaruru with Red Overhead. This is an abstract piece by Willi Baumeister.
Students will quickly write down any elements they see in this piece. I will ask
them to make an emphasis on line at some point while writing. We will read the
description given for this piece from The Art Book, after they have individually
analyzed and given their opinion on the meaning behind its creation. I will ask
students to share out some of their observations of this piece. I will collect these at
the end of class.
- Students will be asked to draw examples of line after completing this analysis.
Students will be allowed to use any medium they want. They will be allowed to
use the art book to get ideas if they would like. I will give them about 15 minutes
to do this task, and then we will share out as a class. It will give students ideas
about what they could have done compared to their classmates and how well they
understand the idea of line. I will collect these at the end of class.
Assessment/Evaluation:
- Formative: Beginning of lesson when we discuss the line concept map after they
view the line video. See how close they were paying attention by whether they
add to the list. Also this will help me to see if they made any connections between
the information given and what we discussed previously.
- Formative: Questions asked after reading. Check for understanding.
- Formative: Ask them to analyze another piece in the same context we did as a
group/together. See what parts they thought were most valuable during discussion.
Check for understanding.
- Formative/Summative: Line drawing at the end of class. See if they understand
line in the way we have discussed throughout the whole class. Check for
understanding with class discussion.
Differentiation:
- Video
- Concept Map
- Large Visuals w/ Vocab

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 - Notes from previous class
- Cooperation with peers/partner
Literacy Strategies:
- Notetaking
- Note making
- Writing to Learn
- Question Answer
- Shared reading
- Think-Pair-Share

The notes portion of this lesson is to build on what the students have already learned in
the previous class. This time I would like them to have a set of notes to keep track of important
concepts. They will still have the word wall, but also have notes of their own opinions
regarding the elements and work. We did a shared reading as a class to make sure everyone was
reading and understanding the article. This was followed with questions to ensure they
understood or to see how they interpreted the texts in combination with the images. Writing to
learn through the questions is a great way for the students to think about how they really feel
about a piece. I teamed it up with think-pair-share because this element is new and the image is
somewhat hard to understand without multiple perspectives. I want the students to unearth the
meaning of this piece and how the artist used line to emphasize his ideas.

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Lesson #3

Topic:
The Elements of Art Emphasis on Shape
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will be able to understand how line works to create shape.
- Students will be able to create shape, understanding the difference between
geometric and organic.
- Students will be able to see and explain the importance of shape in an artwork.
Content/Vocabulary:
- Shape
- Line
- Geometric
- Organic
Standards:
- WHST.9-10.9 Draw evidence from informational text to support analysis, reflection, and
research
- Anchor Standard #11 Relate artistic ideas and works with societal, cultural, & historical
context to deepen understanding
- Anchor Standard #7 Perceive and analyze artistic work
Resources/Materials:
- The Elements of Art: Shape https://www.youtube.com/watch?v=bJzGkZwkHt4
- The World Goes Pop At Tate Modern By: Elizabeth Fullerton
- Marilyn by Andy Warhol
- Weeping Woman by Pablo Picasso
- The Art Book: New Edition by Phaidon Editors
Lesson Plan Sequence:
- We will start the lesson by discussing shape. This will happen by viewing a video
on shape and revisiting the concept map we have previously made. At the end of
class we can add onto the concept map anything they have learned about shape
that has not already been included on our map. I will ask for the students to take
notes on what we are discussing about shape and make notes on the concept map
we completed before.
- Next the class will read the article by Fullerton. Students will do a shared reading
at their table groups. There will be questions on the board for students to answer:
What are the main components of pop art?
What elements of art does the movement emphasize?
How does shape play a main role in pop art?
How are these elements used to convey a message?
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 - Students will talk in their groups about these questions. They should write down
their answers so they know what they are going to talk about during whole class
discussion.
- We will come back together for a whole group discussion of these questions. After
we have discussed the article and 1960s pop art, I will show them Marilyn by
Andy Warhol. As a class we will talk about what elements are used in this image
of pop art.
- Assignment: Students will write a brief description of what elements are used
when creating pop art. They will also include their opinion of what element is
most important to pop art along with how shape is emphasized. What types of
shape and line are used?
- When students have completed these descriptions of the elements and how they
see their importance in work, I will ask them to do the same thing with the
painting Weeping Woman by Pablo Picasso. I want to make sure that they
understand how shape is used in abstract art. The second is also important because
there will be no discussion about this piece. I need to see what they have actually
taken away from our class discussion, rather than what they can repeat from what
others have said.
- After they have wrote the second brief writing, students will draw shapes using
rulers and compasses. I would like for their shapes to be symmetrical. These will
be used in the next lesson when we are discussing form. I want them to
understand shape and how it contributes to the other elements.
- Students will be asked to draw 3 circles, 3 triangles, 3 squares, 3 rectangles, and 3
organic shapes. If there is extra time they can create their own abstract drawing
using shapes. They can rearrange them and overlap them in any way they would
like. This is for their own pleasure and eventually extra credit.
Assessment/Evaluation:
- Formative: Beginning of lesson I am checking to see what the students remember
about previous conversations concerning shape.
- Formative: Discussion in class about the article and Marilyn.
- Formative: Check understanding of what we discussed by having them write a
brief description of the Weeping Woman and how it relates to shape.
- Formative/Summative: Students drawing shapes that are symmetrical. These will
be used later when we are continuing our unit about the elements of art.
Differentiation:
- Video
- Concept Map
- Large Visuals w/ Vocab
- Notes from previous class
- Cooperation with peers/partner
- Leading Questions (know what answers to look for)
Literacy Strategies:
- Notetaking
- Note making
- Question Answer

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 - Shared reading

Notetaking is the first strategy I use with my students. I think this is important to do every
day because students can build their vocabulary and have their own vocabulary sheet to look
back at when writing. I also include note making in this because we will be continuously
updating our concept maps. Students are doing a shared reading at their table groups because
they will also be given questions to answer. These questions will help lead their conversation and
ensure understanding of the reading within their groups.

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Lesson #4
Topic:
The Elements of Art Emphasis on Form
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand the process of creating form from shapes.
- Students will able to create form from shapes.
- Students will understand how form adds realism to an artwork.

Content/Vocabulary:
- Shape
- Line
- Form
- Realism
Standards:
- Anchor Standard #11 Relate artistic ideas and works with societal, cultural, & historical
context to deepen understanding
- WHST.9-10.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures or technical processes
- WHST.9-10.9 Draw evidence from informational text to support analysis, reflection, and
research

Resources/Materials:
- The Elements of Art: Form https://www.youtube.com/watch?v=9DIPs3T2dQk
- Mona Lisa by Leonardo da Vinci
- The Death of Marat by Jacques-Louis David
- The Art Book: New Edition by Phaidon Editors

Lesson Plan Sequence:

- We will start the lesson by discussing form. This will happen by viewing a video
on form and revisiting the concept map we have previously made. At the end of
class we can add onto the concept map anything they have learned about form that
has not already been included on our map. I will ask for the students to take notes
on what we are discussing about form and make notes on the concept map we
completed before.
- Instead of reading from an outside text, we will be reading from The Art Book,
and critiquing two famous works and how these artists used form in their work.
The readings that go along with each of the pieces briefly describe why they used
the technique of realism and how. There is a rich background story for each of the

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 pieces that might add value to the work for the students. These passages are short,
so I will read them out loud to the class. There will be a copy of the text projected
on the board as well so the students can follow along. I will them go back and
highlight key points.
David Lighting and highlight to create form
Da Vinci Shading
Each of these elements are key in creating form.
- After we have discussed these elements, I will give a demonstration of the process
of changing a shape into a form. I will do this on the overhead so that everyone
can see the process.
- I will then ask the students to take the shapes they have made in the previous class
and change them into forms. One of each of the shapes needs to be rendered using
pencil. They may use any other medium they would like for creating the other
forms.
- When they are finished they will be turned into me for grading. If they have extra
time I would like them to work on the free time activity from the class before,
changing the shapes in their work into forms. They could also start something
new if they wish. I would like them to focus on creating form during free time.
This is key in realism, which is what most of their future work in this class will
be.
Assessment/Evaluation:
- Formative: Questioning of the students after the reading. I will ask for volunteers
to point out parts of the painting that display the highlight and shade described in
the short readings.
- Formative: (I would consider this summative for the lesson, but not for the unit as
a whole.) The students will be creating a final work that combines what they
learned about shape and line with form. They will be displaying what we learned
in class today. I will only grade the best of the three forms of each of the shapes
created. This grading will be for completion and amount of effort shown in the
work. I will ask them to create another form if I do not believe that effort was put
forth. This chance will give me the opportunity to see if they submitted forms
they created to the best of their ability.
Differentiation:
- Video
- Visuals
- Concept Map
- Group discussion
- Modeling
- Multiple ways to complete assignment
Literacy Strategies:
- Notetaking / Note making
- Read Aloud

This strategy is being used to help with engagement in the text and paintings the text is
describing. It is also a way for students to critically think about how the artists create form in

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their work. By reading aloud I am able to go back over the text while displaying the image and
highlight the most important aspects discussed. The students can actually see what is being
described as I am reading the text. This highlighting of information will also lead them to taking
notes on the most important things concerning form.

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The Art Book: New Edition by Phaidon Editors

Leonardo da Vinci Mona Lisa

Pg.321
The Mona Lisa is famous all over the world for her enigmatic smile and for being one of the
few paintings by the most esteemed off the Renaissance masters, Leonardo da Vinci. The identity
of the sitter remains unknown, and some debate still rages over whether the figure is indeed a
man or a woman, but the painting, with its haunting landscape, rises above this controversy in
the quality of execution. A traditional Renaissance portrait in composition, its beauty lies in the
oil painting technique created by Leonardo, which allowed the artist to execute subtle,
atmospheric shading that was impossible to produce with the egg-based tempera paint used by
contemporary artists. Equally adept in anatomy, engineering and scientific and aeronautic
pursuits, Leonardo completed a remarkably small number of paintings during his lifetime.
Fortunately, numerous drawings and sketchbooks have survived to reflect the diverse talents of
this genius.

Jacques-Louis David The Death of Marat

Pg.140
Jean-Paul Mara, one of the most passionate leaders of the French revolution, was a personal
friend of David. He was stabbed to death in his bath, and this powerful image commemorates his
murder. David has included only the most important elements to tell the story: the limp body, the
bloody wound, the murder weapon and the letter which the murderer used to gain admission to
the house. The bright lighting and contrasting plain, dark background highlight these details.
David denounced the flowery Rococo style of the previous generation and led to return to
Classical ideals. These were expressed with realism, a strong sense of composition and crisp
handling of paint. David was also an active political revolutionary. He voted for the execution of
Louis XVI and was an ardent supporter of Napoleon, whom he painted a number of times.

25 | P a g e
Lesson #5
Topic:
The Elements of Art Emphasis on Value
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand how value is used to give form to shapes.
- Students will be able to create a value scale.
- Students will understand the impact of using the value scale in artwork.
Content/Vocabulary:
- Shape
- Form
- Value
Shade
Tint
Tone
- Realism
- Impressionism
Standards:
- RST.9-10.7 Translate quantitative or technical information expressed in words in a text
into visual form and translate information expressed visually or mathematically into
words
- Anchor Standard #3 Refine and complete artistic work
- Anchor Standard #7 Perceive and analyze artistic work
Resources/Materials:
- The Elements of Art: Value https://www.youtube.com/watch?v=AAwYHNo31ZQ
- Big Self-Portrait by Chuck Close
- The Swing by Jean-Honare Fragonard
- The Art Book: New Edition by Phaidon Editors
Lesson Plan Sequence:
- We will start the lesson by discussing value. This will happen by viewing a video
on value and revisiting the concept map we have previously made. At the end of
class we can add onto the concept map anything they have learned about value
that has not already been included on our map. I will ask for the students to take
notes on what we are discussing about value and make notes on the concept map
we completed before.
- As a class we will discuss the two images from The Art Book. The two images
will help students understand the element of value in actually work. The Close
drawing is a beautiful representation of black and white value, while the
Fragonard painting expresses colored value. I will read the articles out loud to the

26 | P a g e
 class while they view the images on the board. This will allow students time to
think about what the images are trying to portray. As we discuss the images, I will
make special point for them to understand the places of shade, tint, and tone. I
will ask them to take notes over this part. These vocabulary terms are important in
understanding value.
- After we have discussed these terms, students will be asked to put these terms into
action. Students will create a value chart using black and white tempera paint. The
value scale will have 7 different transition points. I will model for the students
how I would like them to mix the colors together. They will not be making tones,
only tints and shades. This will also be a way for students to connect the
assignment from the last lesson. Students already used value when creating form.
This is the same as creating form, but in a formal manner.
- EXAMPLE:

- This should only take one class period to finish because of the size. If it take more
than one class period, most likely a majority of the class will be done before class
is over. During free time they will be asked to make another value chart using a
color instead of just black and white this time.
Assessment/Evaluation:
- Formative: Questioning students on parts of the paintings. What do they see and
what elements can the point out? How does the values in the pieces help with the
overall emphasis of the work? How can value help you in your own future work?
- Formative: (Summative for the lesson but, not unit.) Creation of the value scale
for end of lesson will help students begin mixing. It will help me to know who
needs help in this area, and who understands. The practice will also help students
on future work and how they will be expected to create values.
Differentiation:
- Video
- Visuals
- Vocabulary (concept map)
- Modeling Demonstration
- Peer/Partner Discussion
- Able to make color scale if they understand black and white scale.
Literacy Strategies:
- Read Aloud
- Notetaking
- Questioning the Author (artist)

These strategies are being used to help with engagement in the text and paintings the text
is describing. It is also a way for students to critically think about how the artists create value in
their work. By reading aloud I am able to go back over the text while displaying the image and
highlight the most important aspects discussed. The students can actually see what is being
described as I am reading the text. This highlighting of information will also lead them to taking
notes on the most important things concerning value. Questioning the artist will help students

27 | P a g e
metacognitively investigate value. If they can understand how others use value in their work, the
next step is understanding how they can apply what they see.

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The Art Book: New Edition by Phaidon Editors

Chuck Close Big Self-Portrait

Pg.122
The artist, his hair bedraggled and a cigarette held between his lips, fixes our gaze. His position
in relation to ours is somewhat unclear. Does he stand above us looking down? Or is it he who is
below us? In actuality the viewer occupies the position of the camera held in the artists hands. In
1967 Close moved to New York. Abandoning the abstract paintings of his youth, the artist
committed himself to the creation of large-scale photorealist portraits, of which the current work
is the earliest example. By working from photographs which the artist overlays with a grid in
order to transpose accurately the image to canvas Close creates portraits in which the gestural
contribution of the painter is denied. Whilst this was an approach that presented parallels with
the systematic working methods of the Minimalist artist, the meticulous detail of his finished
portraits imbues them with psychological intensity.

Jean-Honore Fragonard The Swing

Pg.189
With an air of flirtatious abandon, a beautiful young girl kicks off her dainty shoe as she swings
in a luxuriant garden. We can almost hear the provocative rustle of petticoats as her lover gazes
at her from his vantage-point in the undergrowth. Bathed in a shaft of glorious sunlight, the girl
is the focus of the composition. Her porcelain perfection, pink dress and sweeping upward
movement all bring the viewers eyes and her lovers to her. The type of painting, with its
frivolity and lightness of touch, characterizes the Rococo period. Fragonard is known for taking
this style to its greatest heights. There were other artists at that time Fragonards own master,
Francois Boucher, and the Venetian, Giovanni Battista Tiepolo who were equally important
painters. But it was Fragonard who so perfectly embodied the Rococo spirit all powder,
perfume and artifice, with a highly polished finish.

29 | P a g e
Lesson #6
Topic:
The Elements of Art Emphasis on Color
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand the impact that color can have on an artwork.
- Students will understand how color can help to create and inspire emotion.
- Students will be able to identify and create the primary, secondary, and tertiary
colors on the color wheel.
Content/Vocabulary:
- Primary
- Secondary
- Tertiary
- Color
- Abstract
Standards:
- RST.9-10.7 Translate quantitative or technical information expressed in words in a text
into visual form and translate information expressed visually or mathematically into
words
- RST.9-10.1 Cite specific textual evidence to support analysis of science and technical
texts, attending to the precise details of explanation or descriptions
- Anchor Standard #3 Refine and complete artistic work
Resources/Materials:
- The Elements of Art: Color https://www.youtube.com/watch?v=wWW_UbrkBEw
- Kaleidoscope Eyes By Poet Destroyer A 2013
- Jule The Woman by Marlene Durras
- The Art Book: New Edition by Phaidon Editors

Lesson Plan Sequence:

- Video for general understanding of color. This will refresh what we talked about
in regards to color in the first lesson. The students will be asked to take notes in
their art notebook while watching the video. If they choose not to write anything
down until video is done, thats fine too. We will go over what notes they should
have taken during the video. This will ensure that they have to right information
for their summative assessment.
- We will discuss the differences and how to mix each of the colors. I will model
how to mix a few of the colors. The rest can be mixed by them later depending on
which colors they choose to put in their poem/essay.
- Next we will do the lesson activity for the poem, Kaleidoscope Eyes.

30 | P a g e
 - I will have a picture of the stones to show class, in order for them to better
understand the meaning of the poem. This will also help them to understand
colors used as descriptors in the poem.
- Students will read alone at their desk. I will read out loud to the class to make sure
they understood what they have read. As I read I will have the pictures of the
stones on the smartboard or on a power point. This will allow them to better
visualize what is being described in the poem. As a class we will discuss how the
use of color in this poem helps a viewer to visualize meaning. How does it appeal
to you emotionally? How does the author convey their message through the use of
color?
- Assignment: Students will think about events in their life that have been
significant. I will ask for them to write a poem or brief essay about this event
using colors as descriptors. Students are required to use at least one primary and
secondary color in this writing. They will also be required to use at least 3 tertiary
colors in their essay or poem. After this is completed, students will have to create
the colors they used in the writing assignment. As a class we will create a color
wheel using the swatches of color they have each created.
Assessment/Evaluation:
- Formative: Class discussion on how the author uses color to trigger an emotional
response. This will be done to ensure they understand the meaning all of the
colors can represent.
- Formative: Creating of poem/essay will help them to create something using color
without having to actually make a piece yet. It is an easier way for them to make
an emotional connection to an audience. This is really the first step an artist makes
before starting a piece. What message do you want to send? How do you want to
send that message using color?
- Formative: Students will be required to mix the colors that they include in their
writing. At least one primary color, one secondary, and three tertiary colors must
be used in their writing and mixed.
Differentiation:
- Modeling
- Video for Engagement
- Visuals of Stones
Literacy Strategies:
- Questioning the Author
- Modeling
- Close Reading
- Read Aloud
Students could make graphic organizer to understand how the author used
each of the colors to convey their message.

The literacy strategies being used are to help students understand the message that colors can
send to the reader or viewer in their own work. By having the students read individually and then
as a group it allows them to process the reading in different ways and pick up on things they may
have missed when reading alone. By having visuals with the reading it will be easier for the

31 | P a g e
students to understand what colors are being described with the use of gems. By questioning the
author it will help them to understand the feelings that are trying to be conveyed through the use
of color. It is most important for students to understand that they can use color in their own
artistic color, just like this poem uses color to send their own type of message. The purpose of
modeling is used to help students to understand how the colors are mixed. It is an art literacy that
is essential for all students to be able to demonstrate.

32 | P a g e
Lesson #7
Topic:
The Elements of Art Emphasis on Space
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will be able to create space using line perspective.
- Students will be able to identify what type of space is incorporated in a work and
how it impacts the viewer.
Content/Vocabulary:
- Line
- Space
- Value
Standards:
- WHST.9-10.9 Draw evidence from informational text to support analysis, reflection, and
research
- Anchor Standard #3 Refine and complete artistic work
- Anchor Standard #7 Perceive and analyze artistic work
Resources/Materials:
- The Elements of Art: Space https://www.youtube.com/watch?v=U11B_0FCn6o
- Moonlit Beach by Leon Spilliaert
- Christinas World by Andrew Wyeth
- The Art Book: New Edition by Phaidon Editors
- Portraying Sunlight by Dean Larson pg. 66&67 (International Artist)
Lesson Plan Sequence:
- We will start the lesson by discussing space. This will happen by viewing a video
on space and revisiting the concept map we have previously made. At the end of
class we can add onto the concept map anything they have learned about space
that has not already been included on our map. I will ask for the students to take
notes on what we are discussing about space and make notes on the concept map
we completed before.
- We will read the Larson article from International Artist Magazine. This will be
the introduction to students using view finders. Students will find a place within
the school to use a view finder and perspective to recreate a space. I will read the
article out loud to the class. Then as a group students will each read one of the
four stages in the demonstration. We will come back together and discuss stage
one and four specifically. Stage one is finding the spot and creating a map using
the view finder. Stage four is refining the shape and checking the linear
perspective. It details what steps he takes when using a view finder to create space

33 | P a g e
 in his work. Students will make notes involving these stages. This is important so
they can refer back later when creating their perspective drawings.
- As a class we will look at the images from The Art Book. As a class well will
discuss how an artist could have used a view finder to create this work. They will
express how they feel space was used to in this work to create emphasis on a main
focal point. Im hoping by doing this it will give them ideas for what and how
they are going to use perspective in the assignment.
- Assignment: I will model how to use one and two point perspective on the board.
After this demonstration, students will be given their own view finder. We will
discuss how to create one, but because of time constraints I will have them
already made for the students. They will find a spot in the building they find
visually appealing with their view finder. The notes that were made during our
discussion of the reading should be looked at during this set up time. Students will
be allowed to use rulers when creating their perspective drawing.
- If this activity seems to be of interest to the students, we will continue the
drawings the next day. The drawings will also be continued or restarted if it
appears the majority of students do not understand perspective drawing. If they
seem to understand, but do not have much interest we will leave these as process
drawings. Students can finish these during free time or their own time to earn
extra credit.
Assessment/Evaluation:
- Formative: Listen to the discussions they are having on their own about the
stages. I would like to see what their opinions on using a view finder are before
we come together as a whole class.
- Formative: The discussion of the pieces from The Art Book will help me to
determine if they understand what are going to do for their assignment. Its to give
them ideas for the assignment while solidifying what it looks like to use space as
a main element in a piece.
- Formative/Summative: This will be summative in terms of the lesson but, not the
unit. It will be their own expression of using space to convey a message. This
massage is more a direct representation of what they see within an area. Its really
to help them see their surroundings as a whole while still having a focal point.
Differentiation:
- Video
- Visuals
- Vocabulary (concept map)
- Modeling
- Catering to student interest
Literacy Strategies:
- Shared Reading
- Think Aloud
- Note making

Students will read through the article together to help build understanding with their
peers. After they have read through the article we will have a class discussion on what I feel are
the most important parts of the article. The students will also begin to add their input on what the
34 | P a g e
most important parts of this article are. They will also be making notes of the stages that I have
told them are of importance. This note making will allow them a chance to look back more
quickly on things that will help them with their assignment, since it directly relates.

35 | P a g e
Lesson #8
Topic:
The Elements of Art Emphasis on Texture
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand how texture adds to the realism of a work.
- Students will understand the techniques others use when applying texture to their
work.
- Students will be able to create texture in order to provide realism in their own
work.
Content/Vocabulary:
- Texture
- Value
- Realism
- Form
Standards:
- RST.9-10.7 Translate quantitative or technical information expressed in words in
a text into visual form and translate information expressed visually or
mathematically into words
- Anchor Standard #3 Refine and complete artistic work
- Anchor Standard #9 Apply criteria to evaluate artistic work
Resources/Materials:
- The Elements of Art: Texture https://www.youtube.com/watch?v=YoOb3JSDAUo
- The Papal Palace, Avignon by Paul Signac
- Nightfall Down the Thomas by Atkinson Grimshaw
- The Art Book: New Edition by Phaidon Editors
- The Importance of Light by Tom Browning Pg. 56-63 (International Artist)

Lesson Plan Sequence:

- We will start the lesson by discussing texture. This will happen by viewing a
video on texture and revisiting the concept map we have previously made. At the
end of class we can add onto the concept map anything they have learned about
texture that has not already been included on our map. I will ask for the students
to take notes on what we are discussing about texture and make notes on the
concept map we completed before.
- As a class, we will read the Browning article from International Artist. I will read
from the middle of pg. 56 to pg. 58. At table groups they will read through his
stages of creating. I will reread stages 4-10, pausing so we can analyze his work
after each stage. This will be a way to break down the understanding of his

36 | P a g e
 process. Students will use this understanding of his process when constructing
their own work.
- As a class we will go over the images I have selected from The Art Book. We will
discuss how the artists use texture in their work. This will give them ideas for the
kind of texture they need to display in their larger assignment. It may also give the
ideas for what they might what to depict in the smaller assignment they are doing
during this class time.
- Assignment: Students will explore texture in the classroom like Browning
explores texture in his work. They will make rubbings of any surface texture they
find interesting. Students will then compile these rubbings to construct their own
work. Their work should be based off nature. By exploring texture, they can see
what kinds of texture could be needed in their own work. There will be enough
time at the end of this mini project to begin mapping out their next two day
project.
- Next 2 days assignment: Students will sit outside and recreate something they see
in nature. I will ask them to concentrate on something small, so they are able to go
into greater detail (texture). The students can use any medium they would like for
this piece. The focus is mainly on the texture within their image. The ability to
make a direct representation is not important. The texture replication is the most
important aspect of this assignment.
Assessment/Evaluation:
- Formative: We will discuss the stages that Browning takes when creating texture
in his own work. The students will be asked to analyze his pieces in comparison
with the other work I have selected for the class to view. In this discuss I will find
out how much the students understand about the importance of texture. They will
be able to ask questions and talk with each other about what they find important
about the texture displayed.
- Formative: The texture collection and compilation they are doing in class will
show me what they think of using texture. How have they arranged it to create a
piece? Do they understand that texture can be used throughout a whole piece? Did
they place it in only specific places to add emphasis?
- Summative: The larger project will take what they have learned and tried in the
previous assignment to make an original work. They will also be using view
finders from the space lesson. This will be the application on two specific
elements we have discussed. The assignment will tell me whether they understand
how to used texture in order to create emphasis on an object in a piece.
Differentiation:
- Video
- Visuals
- Vocabulary (concept map)
- Cater to student interest (give choices)
Literacy Strategies:
- Read Aloud
- Notetaking
- Questioning the Author (artist)

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 By reading the stages out loud while students are viewing the work, they are able to apply
the stages to the artists work. What stages do they find most important? They will also be taking
notes on the stages they find most important. I might display the stages on the board as well for
them to make notes from, if they would like to make sure they have the exact details from the
passage. These notes can be used later when creating their pieces. Through questioning the artist,
students can gain greater understanding of how and why an artist used texture. It will allow them
to investigate how texture can improve their own work.

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Lesson #9
Topic:
The Elements of Art Cooperation of the Elements (Mark Lague)
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand how an artist uses multiple elements in their work.
- Students will be able to identify the elements working together in a piece.
- Students will understand how all of the elements will have an impact on the
creation of their own work.
Content/Vocabulary:
- Color
- Texture
- Value
- Form
- Space
- Line
- Shape
- Realism
- Abstract
Standards:
- WHST.9-10.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures or technical processes
- WHST.9-10.10 Write routinely over extended time frames and shorter frames for
a range of discipline-specific tasks, purposes, and audiences
Resources/Materials:
- Views from above by John OHern
- The Rocky Mountains by Albert Bierstadt
- Twilight in the Wilderness by Fredrick Church
- The Art Book: New Edition by Phaidon
Lesson Plan Sequence:
- I will read John OHerns article out loud to the class. While I read, I will have a
picture of one of Mark Lagues works. This will allow students to see Lagues
strategies in a visual and authentic way. All students will have a copy of the article
and I will ask them to highlight main design points as I read. After we are done
with the reading I will ask the students to share what they found to be the more
important elements Lague uses in his pieces. The projection of his piece will be
on the white board. I will ask the students to come up to the board and circle what
parts of the painting display the element they thought was a main point.

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 - Discussion Why were these parts of the painting circled? What do you think
your classmate saw to make them think this was an element of art? How did
Lague use this element to add emphasis to the piece? Together as a class we will
talk about each element of art that was circled on one of his paintings. I will not
have the student that circled the part explain their thinking until after another
student has shared their view. This will be a good test for both students to know if
they have interpreted the element in the same way. There is a portion of this
article that talks about the six steps in creating art. They all have knowledge of the
elements, so it will be something that makes sense to the students at this point in
the unit.
- Assignment: Students will pair up or get into groups of three (depending on class
size). Each group will be given one of the seven elements of art. Using what we
have talked about in Lagues paintings, we will view 2 different works from The
Art Book. Students will argue that their element is the most important part of
these pieces. The goal is to convince the other students to agree with them. The
class will vote (not allowed to vote for self) on who they believe is correct. The
group with the most votes will win a prize. They will do this for both paintings.
Students will better understand the element given to them and how it works in a
piece. It also gives them the opportunity to educate their classmate on the
importance of their elements. This will be a modified version of the jig-saw
strategy.

Assessment/Evaluation:
- Formative: Our in class conversation about the steps will help me
to understand how they have put all of the elements together. I
will also see if they understand that there are steps to the
process of creating a piece.
- Formative: When students are discussing their element I will see
their understanding an interpretation of their element.
- Formative: When students are voting, I will see how they have
responded to the information given by their peers. I will ask them
to write a brief statement of why they voted for a specific
element.
- Summative: Their presentation of the element and argument of
why they think their element is most important. I will be able to
see what information they have found or used to prove their
point of view.
Differentiation:
- Visuals
- Peer/Partner Communication
- Student Interest
Literacy Strategies:
- Shared Reading/Read Aloud
- Jig-Saw

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 Students will through the reading, understand how all of the elements work together
when creating a piece. How does an artist take all of the elements into consideration when
formulating a place for a piece? They will be able to take that information gained in the reading
and apply it to the in class assignment. They will read the stages together as partners when
talking about their element. Through a Jig-Saw type classroom activity, students will become the
experts on a specific element. They will then try to convince others of the importance of their
element. This will help to educate the other students who did not have that element.

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Lesson #10
Topic:
The Elements of Art Communication & Cooperation (Perspectives)
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand how an artist uses multiple elements in their work.
- Students will be able to identify the elements working together in a piece.
- Students will understand how all of the elements will have an impact on the
creation of their own work.
Content/Vocabulary:
- Color
- Texture
- Value
- Form
- Space
- Line
- Shape
- Realism
- Abstract
Standards:
- WHST.9-10.9 Draw evidence from informational text to support analysis, reflection, and
research
- WHST.9-10.10 Write routinely over extended time frames and shorter frames for a range
of discipline-specific tasks, purposes, and audiences
- Anchor Standard #9 Apply criteria to evaluate artistic work
Resources/Materials:
- Twelve Rules for a New Academy By: Ad Reinhardt
- The Art Book: New Edition by Phaidon
- Elasticity by Umberto Boccioni
- Roseate Spoonbill by John James Audubon
- Ambush for Flamingoes by Georges Catlin
Lesson Plan Sequence:
- We will read the Reinhardt article. I picked this article for the class to show a
different side of the art world. Id like to see if it appeals to them when the
elements that structure art are removed. While these artists say they are breaking
the mold, you can still use elements and principles of art to describe why they are
appealing. It is important for student to see that even when an artist tries not to
use the elements, it is the elements they subconsciously use that make the work
affective.

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 - I will read aloud to the class. Stopping at every point made about what elements
arent used to create this work. We will discuss as a class whether or not these
facts ring true. There are pieces included as examples of abstract art. We will take
these ideas not being used and apply them to the pieces within the article. Do they
really not show the elements of art?
- As a class we will discuss the images I have selected from The Art Book. I will
ask the students to apply the elements discussed in their article to the pieces. Are
the lack of certain elements what causes these works to be affective? Is the idea of
not using the elements something that could improve the work?
- Assignment: With a partner students will pick a piece from The Art Book: New
Edition. Read the description of this piece. Discuss what elements this piece
includes and does not include. Each will write a brief summary of their opinion of
this piece in relation to the elements of art. Students will then create a power point
or any other form of presentation they would like. They will display to their class
the artwork they have investigated from the book. During the presentation they
must address all seven elements for each of the pieces, even if only to say they did
not see an emphasis of the element in the piece.
Assessment/Evaluation:
- Formative: Group discussion about the work from the article and work I have
selected. How do students apply the lack of element use to work? I will see how
they understand what abstract artists are talking about when describing the
removal of the elements in work.
- Summative: The brief statement from analyzing another piece of work from The
Art Book. How did they use elements of the article? Did they discuss all of the
elements when talking about the art work?
- Summative: Presentation of the work they viewed and analyzed. How well did
they present their findings and understanding of the piece? Did they discuss all of
the elements? Do they present a general understanding of all of the elements?
Differentiation:
- Visuals
- Group work
- Class Discussion
- Multiple means of representation

Literacy Strategies:
- Read Aloud
- Shared Reading
- Writing to Learn

By reading the text out loud I will be able to emphasis the most important parts of the
article. The list towards the bottom will be the most effective way for students to understand
what is being presented in the article. Students will be able to hear these guideline while viewing
the work from the article. Hopefully they will be able to understand what message is trying to be
sent more easily. They will do a shared reading for the individual work they pick with a partner.
Its important for both of them to understand more about their individual piece. By reading
together they will help each other understand more fully. Finally by having them write a
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summary about what elements are in the piece, it will help them to clarify their ideas on the
piece. It allows them the ability to think through the elements and how they relate to the piece
selected.

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HOW STUDENTS WILL BE INSTRUCTED TO TAKE INDIVIDUAL ELEMENT
NOTES

VOCAB WORD DEFINITION IN

STUDENTS OWN
WORDS

GRAPHIC
OR SENTENCE USING
PICTURE WORD

WHAT ELSE DO YOU KNOW ABOUT THIS ELEMENT?

WHY DO ARTISTS USE IT?

HOW CAN YOU USE IT?

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HOW STUDENTS WILL BE INSTRUCTED TO TAKE ARTIST/ARTWORK NOTES

NAME OF
ARTIST/ARTWORK

ELEMENTS DISPLAYED

REALISM OR
ABSTRACT?

WHAT DOES THIS

PIECE MEAN?

ANYTHING ELSE?

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Elements of Art
NAME: _________________________________

Define these words:

ART - any tangible object made from any material or medium

SUBJECT the central object or idea of a work

REALISM art that is recognizable, identifiable

ABSTRACT art that is not recognizable

LINE series of marks that follow a row or path

COLOR light and pigment

TEXTURE surface quality of objects

VALUE lightness or darkness

FORM any 3-dimensional object

SHAPE any 2-dimensional object

SPACE any area that can be occupied

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APPLICATION:

LINE Create an example of line.

SHAPE Draw 3 shapes.

FORM Shade this shape to show form.

TEXTURE Create texture on this shape.

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COLOR Color the shapes according to their labels.

SECONDARY PRIMARY
TERTIARY

VALUE Fill in the value scale using black and white tempera paint.

SPACE Draw and object that shows space. Explain how it shows space in
one sentence.

Sentence: There is an area in the object that can be occupied.

Pick 2 of the 3 paintings and write a 2 paragraph critique of each. Be sure to

use at least 3 of the basic elements of art on each piece when writing your
analysis.
(Use own paper to write critique.)

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Use 2 of these 3 pictures for your critiques:
The Rocky Mountains by Albert Bierstadt

Twilight in the Wilderness by Frederick Church

The Swing by Jean-Honore Fragonard

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