Painting Unit

Subject Area Art
Grade Level Art 10

Topic Layered Paintings
Length of Unit 7 classes (1.5 hours each)
(days)
Painting is poetry that is seen rather than

felt, and poetry is painting that is felt rather
than seen
- Leonardo da Vinci
PAINTING
Art 10
Alexandra Hunter
Spring 2017
Subject Area Art
Grade Level Art 10
(days)
Desired Results
Established Goals GLO(s):
DRAWINGS: Record: COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE

DRAWING PROCESS
COMPOSITIONS: Components 2: SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY

AND EMPHASIS IN CREATING COMPOSITIONS
Understandings: Essential Questions:

Students will understand that
1. How can painting techniques and
- Painting can be explored with a colour alter the image and meaning?
variety of painting techniques 2. How can art represent the individual?
- Colour can affect the overall 3. Why should materials be respected and
image cherished?
- How to use and appreciate the
materials
- Painting and art making is an
individual process and the end
result is unique
Prior understandings Students will be able to
- Basic understanding of colour DRAWINGS: Record: Concepts A: Subject

- Basic drawing and looking skills matter and expressive intention can be
depicted with a variety of notational
marks
- Be able to use a variety of painting
techniques that can be used as
expression
- Make an image based on multiple
Subject Area Art
Grade Level Art 10
(days)
Where does this lead? techniques of layering
- To a broader understanding of COMPOSITIONS: Components 2: Concepts A:

how different techniques can be Compositions use positioning and grouping of
added together to create an subjects for different meanings and
image emphasis
- A better understanding of how - Selectively apply visual
unique and individual painting information for meanings and
can be emphasis
- How art can represent the
individual COMPOSITIONS: Components 2: Concepts B:
Unity is achieved by controlling the
elements of a composition within the picture
plane
- Layering and actively thinking about
how added images can affect the
composition
Subject Area Art
Grade Level Art 10
(days)
Rationale:
This layer painting units considerations consist of, age, previous

understanding and the social context of the class. In Art 10 the students will have a
very basic understanding of how to paint and colour theory from their Jr. High
courses. The development of this unit is based around scaffolding techniques from
colour theory, experimenting with techniques to a final piece.
The motivation of the unit (or hook) will be expressed with the teachers
personal painting and love of art, as well as sharing a variety of unique artists that
will intrigue and excite the student. The special needs of the class have been
considered, this will consist of multiple ways of explaining, showing the techniques,
having directions written on the board, question asking and this allows for students
to go at their own pace while playing and exploring the materials provided. This
painting unit will allow for students to explore their inner-self, such as, what they
think happiness, anger etc. look like, but while also exploring their environment and
getting inspiration from what is around them.
At this age peer influence is a large factor that can alter how a student might
feel, with this in mind, this unit allows for students to have a personal reflection on
themselves and what they are experiencing. Giving students a chance for project
based learning can only enhance what the student experiences, but it is also about
allowing the student to have personal choice and make decisions that are
meaningful to them.
Planning and Approaching Instruction

Within my unit/lesson planning for Art 10 I have considered the social context.
I allow for students personal choice and freedom of creating. The unit has been
Subject Area Art
Grade Level Art 10
(days)
scaffolded towards learning how to paint that includes various techniques, building
the students to a bigger understanding of what art can be and how they can make
art that is abstract yet informational about themselves. The final assignment is for
the students to think about an idea or theme that represents them. Then, from there
the students will explore emotions and ideas of self-representation.
By using self-representation, allows the students to create something not
based on the judgements of others but rather at their own perspectives. At this age,
it is important for students to look inside and determine what is important for them.
The social context allows for this unit to be open and not restricting, but the
unit does provide structure. By understanding that my students are from a rural
community they offer a unique perspective that is different from my own, allowing
my students to share their experiences with me will help me grow as a teacher.
Each student is an individual and that is the key to my unit. Learning about them
and what makes them unique. This unit also can create a conversation amongst
students in the critique and possibly learn something new about each other.
Livingstone District
Livingstone School, is located within Livingstone School District No. 68 (in
which 16 school operate). This district serves the surrounding community which is
rural. This district operates two outreach programs and two colony programs.
Interesting Features
Ski Academy
Livingstone School offers interesting features that appear to benefit the school
community. One of these is the Ski Academy. Which allows for athletes to get the
training that they need, while getting an education in a flexible program. This
program is available to students in grade 5 grade 12.
Planning for Ski Academy
- The days that the athletes leave school will have to be planned for
Subject Area Art
Grade Level Art 10
(days)
- There should be no direction instruction on the days the skiers are not at
school
District and School Initiatives

Livingstone School District is committed to creating an up to date learning
environment. This includes making a High School Redesign Program where classes
and learning are flexible to the needs of the students. They are also engaged in
Curriculum redesign, to ensure engaging learning allowing students to reach their
full potential. The schools are implementing a Learning Commons in place of the
library. This allows for students to work and be in a space that is safe for learning
and sharing ideas.
The district has made three goals for their future:

1. Literacy and Numeracy
- All students will create, acquire, connect and communicate meaning through
literacy and numeracy in a wide variety of contexts.

2. Success for all Learners
- All students are engaged in meaningful learning that is appropriate, enhances
his or her abilities, and takes place in positive learning environments.

3. Transitions
- The unique learning skills of individual students will be supported in K-12
transition plans and in preparing students for success after high school
Planning for District and School Initiatives
- Using the technology and services that is offered to their full potential when it
is appropriate for students to do research on an idea or topic
- Allowing the students to work in ways that are beneficial to them
School Policies
All students have a right to education. But, it is the students responsibilities
to attend class and be prepared to learn. Students also have a right to be treated
with dignity and respect, to be heard, to feel safe and secure, the right to free
Subject Area Art
Grade Level Art 10
(days)
expression and be themselves, and finally, students have a right to access

assistance.
Planning for School Polices
- Keeping the school policies in mind
- Making sure that the students feel welcomed and safe in the classroom,
building rappot with my students
Themes of Livingstone School

Digital Connectivity/Culture
The Learning Commons area, offers students laptops that are used on the
trust system if they would like to use them. There is an open computer lap (that can
be signed out for classes). Every classroom is equipped with a Smart Board to
enhance learning opportunities.
Cell phones are allowed within the school, but they are to be silenced during
the day. Phones can be used in class for research if the teacher permits. The
majority of the students have access to some sort of technology at home, from
smart phones to computers.
Planning for Technology
- Allowing the students to use technology appropriately when it is beneficial
- Assigning homework that all students can do in regards to technology
Gender
In the Grade 10, 11 and 12 Art Class it is predominantly female. In the entire
Grade 12 class there 16 students enrolled. Only two of them are female and those
are the only ones enrolled in Art 30
LGBTQ+ Students & GSAs
Within Livingstone School there is not GSA currently formed. But, students do
have the right to create one. There are LGBTQ+ students at the school, they get
support from their peers and the staff within the welcoming school.
Planning for Gender
Subject Area Art
Grade Level Art 10
(days)
- Students have a right to express themselves as they want they will be allowed
this freedom within their
- Using non-gendered terms when talking to the class
Cultural Diversity
In the classes that I have been assigned to, there are no aboriginal students.
There are also no ESL students. But there are students with low cognitive abilities,
with those students particular instructions might need to be repeated and
explained in different ways. The community is predominantly Catholic/Christian.
Planning for Cultural Diversity
- The lessons/units should be welcoming to all
- Students will have the option to look into their own heritage if that is
something that intrigues them or inspires them
Socio-Economic Status
The school serves the rural communities that surround it. Mining and farming
are the large industries that are in the area.
Planning for Socio-Economic Status
- Being aware that not everyone will have the same access technology and
resources and need to be mindful of this when assigning outside work
- Stressors in their lives can very much differ from how I grew up and this needs
to be considered
Mental Health & Wellness

The District has counselling liaisons for families. This provides a safe small group
sessions for families that need assistance. The District will send counsellors to the
schools that need them.
Planning for Mental Health & Wellness
- The classroom should be welcoming and allow for conversations
- Talking to students one-on-one and getting to know them
- Knowing the school policies on what to do when a student needs to seek help
Subject Area Art
Grade Level Art 10
(days)
References
Livingstone School. (n.d.). Retrieved February 22, 2017, from

http://www.livingstoneschool.ca/
Livingstone School District No. 68. (n.d.). Retrieved February 22, 2017, from
http://lrsd.ca/
Unit Grade: Art 10

Name: Layering a Personal Landscape
Summary:
Students will create a painting with multiple layers, that represents them
as a person.
This unit is a disciplinary painting unit. But, as art does, it crosses boundaries into
other art medias and practices.
The main GLOs of this unit are as stated:

DRAWINGS: Record: COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE
DRAWING PROCESS
COMPOSITIONS: Components 2: SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY
AND EMPHASIS IN CREATING COMPOSITIONS
Sequence:
Colour theory: Colour theory is vital when working with paint. This will be a quick
refresher about how the colour wheel works and how students make colour
decisions every day.
Techniques: The students will make quick small still life paintings that show a
variety of new techniques that painters can use. From dry brush to palette knife.
Combining techniques: The students for their final project will come up with a
personal theme, something that is meaningful them (ex. Hockey), and all the feeling
Subject Area Art
Grade Level Art 10
(days)
they connect with that one idea, and for each of these ideas (minimum of 4) they
will add a layer. This is an introduction into abstraction and into raw emotion
Artist Examples:
Colour theory Layer Paintings
- Gustav Kint The Kiss - Jasper Johns Passage II
- Henri-Charles Manguin - Albert Oehlen Untitled, 1988
- Maurice de Valminck - Ilya Kabakov Holidays No. 9
- Ernst Ludwig Kirchner The Red - Nikolia Filatov Crystalline Man
Tower in Halle - Wassily Kandinsky Two Ovals
- Johannes Itten Meeting (Composition No. 218)
- Jean Metzinger At the Cycle
Race Track
Lesson Summaries:
Lesson 1: Colour theory and Artists Techniques

This lesson will consist of the students analyzing how we people use colour
theory every day and that we sculpt and shape the way that we want to look. There
will be a brief vocabulary go over of word such as, hue, value, painterly, drawerly
etc. and they will document in their sketchbooks these ideas. There will specific
art examples of these vocabulary so the students can relate directly. MINDING that
this is not a lecture just some ideas for the students to work with. The students will
also be introduced to the materials, the technical name for the types of brushes,
colours, paper or canvas.
The students will then divide paper into 9 portions and in each square, try
a new technique of painting with the just the primary colour. They will have
multiple examples and demos of painting techniques to choose from. This will
expand their pervious knowledge/expectations about painting. In lesson one they
will experiment with holding there brush very far back and drawerly technique then
recreating the still life in the middle of table.
Lesson 2: Colour theory and Artists Techniques Cont.

The students will continue on with making a variety of techniques for the
rest of their paper. The rest of the techniques will consist of, black and white with a
Subject Area Art
Grade Level Art 10
(days)
colour wash, pallet knife, mark making, drybrush, monochrome with colours,
blocking in, unconventional tool, etching, scumbling, masking tape edges,
realism(ish). The students will learn some layering techniques that they will use on
their final piece that they can apply to the dry images already
Lesson 3: Personal Layered Landscape

Artist examples will be shown that relate to layered images. The students
will determine a theme that represents themselves, a passion, feeling, etc. In
their sketchbooks, they will explore these themes. Coming up with ideas and terms
that relate to their theme. The students will be challenged to find six terms that
represent the theme. These six terms will be represented as a layer in their
landscape.
Lesson 4: Personal Layered Landscape Cont.

In this class, one-on-one discussions will happen at this point, guiding their
work and questioning the students decisions. More examples of artists and layering
techniques will be shown. The students will continue with layering their images and
pushing the boundaries of painting. The students will be able to see the
importance of depth in the image. Developing their vocabulary and techniques, not
limiting themselves.
If there is a group of students that would like learn how to use oil paints
there will be a lesson, the students from there can layer oil on top on acrylic. A small
group may be interested and techniques will be taught with oil.
Lesson 5: Critique
The students will come into class, there will be a general discussion about
the process and how they felt about all the new techniques and unique ways to
apply art. The students will do a gallery walk around the classroom, looking at what
others have created. General questions will be asked, such as, similarities,
differences etc. The students at this point are able to point out areas of the pieces
that are successful, they can discuss what they would like to try another time
around.
Subject Area Art
Grade Level Art 10
(days)
The students will have time to look at their own work and write an Artist
Statement about their choices and theme. This will allow the students to have
some time to reflect and think about their art.
Rubric:
Mastery Proficient Beginner Below
Expectations
Technique and The student has The student has The student has The student has
Considerations made specific made made some made limited
choices and considerations and considerations into considerations into
considerations choices into their their art piece. their art piece.
when creating their art piece. The student shows The student shows
art piece/ The student shows considerations of limited
The student shows a proficient the medium and considerations of
a mastery of the understanding of limited techniques the medium and no
medium and the medium and involved. techniques
techniques techniques involved.
involved. involved.
Craftsmanship The students work The students work The students work The students work
has been created has been created has been created has been created
meticulously thoughtfully. There inconsiderately. inconsiderately.
paying attention to is clearly attention There is limited There is limited
details a the piece to the piece as a attention to the attention to the
as a whole whole. piece. piece.
Exploration The student pushes The student The student and The student does
the material, while explores and use the material in not use the
exploring and understands the a limited way. material in a
understands the material(s) and Using the material challenging way.
material(s)/ what they can do minimally in Using the medium
Challenging with the medium. exploration and within no care or
themselves to look Challenging play. considerations.
further into the themselves to look
material and what further into the
they can do with it. material.
Subject Area Art
Grade Level Art 10
(days)
Work Ethic and The student comes The student comes The student comes The student comes
Respect for to class ready to to class often ready to class to class never
Materials work, staying on to work, staying occasionally ready ready to work, not
task. Their mostly on task. to work, staying staying on task.
materials are Their materials are sometimes on task. Their materials are
organized and often organized Their materials for messy and often
thoughtfully and cleaned. the most part disorganized and
cleaned. organized but, not not clean.
fully cleaned.
Subject Area Art
Grade Level Art 10
(days)
Lesson Plans:
Lesson One
Lesson Colour Theory and Artist

Date
Title/Focus Techniques
Time
Subject/Gra
Art 10 Durati 1.5 hour, 1 Class
de Level
on
Teache
Unit Painting Miss Hunter
r
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General DRAWINGS: Record: COMBINE DESCRIPTION, EXPRESSION AND
Learning COGNITION IN THE DRAWING PROCESS
Outcome
s: COMPOSITIONS: Components 2: SOLVE TEACHER-DIRECTED PROBLEMS
OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS
Specific DRAWINGS: Record: Concepts A: Subject matter and expressive

Learning intention can be depicted with a variety of notational marks
Outcome Be able to use a variety of painting techniques that can be used as
s: expression
Make an image based on multiple techniques of layering
COMPOSITIONS: Components 2: Concepts A: Compositions use

positioning and grouping of subjects for different meanings and
emphasis
Selectively apply visual information for meanings and emphasis
COMPOSITIONS: Components 2: Concepts B: Unity is achieved by

controlling the elements of a composition within the picture plane
Layering and actively thinking about how added images can affect the
composition
LEARNING OBJECTIVES
The student will have a understanding how colour theory affects them
every day, and how different artist use multiple techniques
ASSESSMENTS
Observations: Formative
Seeing if the students have a basic understanding
of the material
Subject Area Art
Grade Level Art 10
(days)
What kind of conversations we can have about art

Products/Performa Colour Mixing Wheel
nces
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Paintbrushes
Paint - Primary Colours
Sketchbooks
Mayfair Paper
Painting board
Smart board PowerPoint
presentation
PROCEDURE
Prior to lesson The desks should be clear of anything that was left
on them. A still life of objects will be set up in the
middle of the desk. This still life needs to be
interesting from all angles, as students will be sitting
all around the desk.
The projector will be turned on with a slide show of

artists ready.
The daily agenda will be on the board
Introduction Time
The students will enter the classroom and sit at

their chosen seats. They should be able to see 3 min
the projector. The students will grab their set up
sketchbooks and be prepared for the short lesson
Body Time
Learning Activity
#1 Colour theory! 10 mins
Discuss how we all make choices based on colour
every day and how we shape ourselves based on
how we want others to perceive us and how we
want to appear for ourselves
The artist that will be shown are:

1. Gustav Kint The Kiss
2. Henri-Charles Manguin
3. Maurice de Valminck
Subject Area Art
Grade Level Art 10
(days)
4. Ernst Ludwig Kirchner The Red Tower in

Halle
5. Johannes Itten Meeting
These artists will establish the basic foundation

vocabulary of
1. Hue
2. Value
3. Monochrome
The students will make notes of the artists,

sketch their work and write some notes on the
vocabulary
Teacher Notes: - The terms will be written on the board as

Assessments/ we go. Allowing for students to see the
Differentiation concepts not just hear them
Learning Activity The students will go back to their desks and there
#2 will be a piece of Mayfair paper. On this piece of
paper the students will have an opportunity to
play with the primary colours and blend them
30 mins
together. Seeing what kinds of colour they can
make. Letting them explore the medium what
they can do.
Teacher Notes: - There will be examples of colour wheels

Assessments/ and colour mixing that the students can
Differentiation follow along to if they need it.
Learning Activity The students will grab a new sheet of Mayfair, 40 mins
#3 tape it to a board, divide it into nine sections. The
students will come to the main table to come look
at some premade examples. These examples will
show multiple ways of applying paint onto a
surface. These examples will include
1. Wash
2. Palette knife
3. Unconventional tools
The students will go back to their desks and try

these techniques. They will look at the set up still
Subject Area Art
Grade Level Art 10
(days)
life and paint that. This will provide the students

with a direction when working
Clean up: 10mins

Briefly explain how to clean brushes and their
memory
Teacher Notes:
Assessments/
Differentiation
Closure Time
Consolidation of
Learning:
Sponge
Activity/Activitie
s
What went well:
What did not go well:
What to improve on for next time:
Self/TA
Evaluation:
My TA said:
Subject Area Art
Grade Level Art 10
(days)
Lesson 2
Lesson Colour Theory and Artist

Date
Title/Focus Techniques
Time
Subject/Gra
Art 10 Durati 1.5 hours, 2 classes
de Level
on
Teache
Unit Painting
r

Outcome

s: expression

emphasis
Subject Area Art
Grade Level Art 10
(days)

composition
LEARNING OBJECTIVES
The students will continue to experiment with a variety of new and
different techniques, building themselves as artists
ASSESSMENTS
Students will show their abilities in their work ethic
Students will be encouraged use their new art vocabulary
thus showing their learning
Products/Performa Nine piece Mayfair painting
nces
Mayfair
Acrylic Paint
Paint brushes + water
Smart board PowerPoint
presentation
PROCEDURE
Prior to lesson Tables should be cleared
Have examples ready for students to look at and
question
Introduction Time
Continuing on with pervious methods of painting
this time you maybe inspired by others around
you, OR whats on the table
Body Time
Learning Activity The students will be presented with more ideas 15mins
#1 about artists
1. Wassily Kandinsky Two Ovals (Composition
No. 218)
2. Jean Metzinger At the Cycle Race Track
3. Nikolia Filatov Crystalline Man
Subject Area Art
Grade Level Art 10
(days)
The students will be shown examples and

demonstrations of more techniques
4.
5.
6.
Teacher Notes: Examples will be shown, alternative ways of

Assessments/ painting will be offered to suit students needs,
60mins
Differentiation repetition of instructions, working one-on-one
with students
Learning Activity Students will now try these techniques of layering
#2 and adding on to their 9 image art work.
Teacher Notes:
Assessments/ Go around make sure to talk to every student
Differentiation
Learning Activity Clean up
15mins
#3
Teacher Notes:
Assessments/
Differentiation
Closure Time
Consolidation of
Learning:
Sponge
Activity/Activitie
s
What went well:
Self/TA
Evaluation:
My TA said:
Subject Area Art
Grade Level Art 10
(days)
Lesson 3
Lesson
Personal Layered Landscapes Date
Title/Focus
Time
Subject/Gra
Art 10 Durati 1.5 hours, 1 class
de Level
on
Teache
Unit Personal Landscape Paintings Miss Hunter
r

Outcome
Subject Area Art
Grade Level Art 10
(days)

s: expression

emphasis

composition
LEARNING OBJECTIVES
The students will begin reflecting on their painting process and how this
represents them as an artist
ASSESSMENTS
Walking around working with students questioning their
understanding
Products/Performa Beginning understanding or an artistic process and where

nces ideas come from

Sketchbooks
Acrylic Paint
Brushes water
Canvases
Pencils
PROCEDURE
Prior to lesson Set up room be prepared for the lesson
Have materials out and ready
Introduction Time
10mins
Students will sit down and get ready.
Subject Area Art
Grade Level Art 10
(days)
A short side show or artists that use layering

painting techniques
- Jasper Johns Passage II

- Albert Oehlen Untitled, 1988
- Ilya Kabakov Holidays No. 9
Explanation of the final assignment
Body Time
Learning Activity - In their sketchbooks the students will
#1 determine a word or a phrase that
describes them
- From this the students will make an idea
mind map of the terms, phases, emotions
that go along with that idea
10 mins
- The students will select their favourite 6
words from the mind map THIS MUST
INCLUDE: two emotions, two physical ideas,
then two choice
- Each of these terms will be represented in a
layer
Teacher Notes:
Assessments/
Differentiation
Learning Activity Short explanation of canvases
#2 Students will work on their projects and layering
60mins
techniques
Teacher Notes:
Assessments/
Differentiation
Learning Activity
10 mins
#3 Clean up
Teacher Notes:
Assessments/
Differentiation
Subject Area Art
Grade Level Art 10
(days)
Closure Time
Consolidation of
Learning:
Sponge
Activity/Activitie
s
What went well:

Self/TA
Evaluation:
My TA said:
Lesson 4
Lesson
Introduction to oil paint Date
Title/Focus
Subject Area Art
Grade Level Art 10
(days)
Time
Subject/Gra
Art 10 Durati 1.5 hours, 2 classes
de Level
on
Teache
r

Outcome

s: expression

emphasis

composition
LEARNING OBJECTIVES
The students will have more experience with new and different materials
ASSESSMENTS
The students will show success by trying alternative and
different techniques
Products/Performa They will paint with oil paint

nces
Oil Paint
Linseed oil
Practice gessoed paper
Subject Area Art
Grade Level Art 10
(days)
GLOVES
PROCEDURE
Prior to lesson
Introduction Time
Brief introduction to how to mix paint, linseed oil,
paint thinner etc.
15 mins
Body Time
Learning Activity The students will first play/practice on gessoed
#1 paper or maysonite
Going around making sure the student are
understanding how the paint works how different
60 mins
amounts of oil vs. linseed works
Students can choose to add a layer of oil paint on

to their personal layer painting
Teacher Notes:
Clean up
Assessments/ 15 mins
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Closure Time
Consolidation of
Learning:
Sponge
Activity/Activitie
s
What went well:

Subject Area Art
Grade Level Art 10
(days)
Self/TA
Evaluation:
My TA said:
Subject Area Art
Grade Level Art 10
(days)
Lesson 5
Lesson
Critique Date
Title/Focus
Time
Subject/Gra
Art 10 Durati 1.5 hours, 1 class
de Level
on
Teache
r

Outcome

s: expression

emphasis

composition
LEARNING OBJECTIVES
Students will have an opportunity to verbalize their creations and their
understanding of art
ASSESSMENTS
Observations: Working with students to talk about their art
Products/Performa Summative
Subject Area Art
Grade Level Art 10
(days)
nces Artist Statement

Final piece
Paper for notes
Computer lab
PROCEDURE
Prior to lesson Have a space for the art to be placed, clear of visual
distractions
Introduction Time
Have the students place their piece somewhere in
the room
Body Time
Learning Activity Group Critique
#1 Have the students walk around the room discuss
amongst themselves
45 mins
Asking questions about what they see,
commonalties, differences
This will also give time for students to ask

questions to one another
Teacher Notes:
Assessments/
Differentiation
Learning Activity Students will begin to work on their artist
#2 statement. The basic guidelines will be written on
the board of what they need to include. These 45 mins
must be typed so they look professional
Teacher Notes:
- The student can record their voice if they
Assessments/
are having had time with writing
Differentiation
Closure Time
Consolidation of
Learning:
Sponge
Activity/Activitie
s
Subject Area Art
Grade Level Art 10
(days)
What went well:
Self/TA My TA said:
Evaluation:

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Subject Area Art

Grade Level Art 10

Painting is poetry that is seen rather than

DRAWINGS: Record: COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE

COMPOSITIONS: Components 2: SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY

Understandings: Essential Questions:

Prior understandings Students will be able to

- Basic understanding of colour DRAWINGS: Record: Concepts A: Subject

Where does this lead? techniques of layering

- To a broader understanding of COMPOSITIONS: Components 2: Concepts A:

This layer painting units considerations consist of, age, previous

Planning and Approaching Instruction

District and School Initiatives

The district has made three goals for their future:

literacy and numeracy in a wide variety of contexts.

his or her abilities, and takes place in positive learning environments.

expression and be themselves, and finally, students have a right to access

Themes of Livingstone School

Mental Health & Wellness

Livingstone School. (n.d.). Retrieved February 22, 2017, from

Unit Grade: Art 10

The main GLOs of this unit are as stated:

Lesson 1: Colour theory and Artists Techniques

Lesson 2: Colour theory and Artists Techniques Cont.

Lesson 3: Personal Layered Landscape

Lesson 4: Personal Layered Landscape Cont.

Lesson Colour Theory and Artist

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific DRAWINGS: Record: Concepts A: Subject matter and expressive

COMPOSITIONS: Components 2: Concepts A: Compositions use

COMPOSITIONS: Components 2: Concepts B: Unity is achieved by

What kind of conversations we can have about art

The projector will be turned on with a slide show of

The students will enter the classroom and sit at

The artist that will be shown are:

4. Ernst Ludwig Kirchner The Red Tower in

These artists will establish the basic foundation

The students will make notes of the artists,

Teacher Notes: - The terms will be written on the board as

Teacher Notes: - There will be examples of colour wheels

The students will go back to their desks and try

life and paint that. This will provide the students

Clean up: 10mins

What went well:

What did not go well:

What to improve on for next time:

Lesson Colour Theory and Artist

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific DRAWINGS: Record: Concepts A: Subject matter and expressive

COMPOSITIONS: Components 2: Concepts A: Compositions use

Selectively apply visual information for meanings and emphasis

COMPOSITIONS: Components 2: Concepts B: Unity is achieved by

The students will be shown examples and

Teacher Notes: Examples will be shown, alternative ways of

What went well:

What did not go well:

What to improve on for next time:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific DRAWINGS: Record: Concepts A: Subject matter and expressive

COMPOSITIONS: Components 2: Concepts A: Compositions use

COMPOSITIONS: Components 2: Concepts B: Unity is achieved by

Products/Performa Beginning understanding or an artistic process and where

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT