Curriculum Lesson Plan- USC Upstate Art Education

South Carolina State Department of Education

Name: Arts Discipline: Art I

Unit Title: Surface Treatments

Lesson Title: Universal Symbols
Grade Level: 10th – 12th

Unit Description:

In this unit and lesson students are learning different types of surface treatments. In
this particular lesson students are learning about the universal symbols and using
these symbols in their own art work.

Lesson Description:

Students will be shown the artwork of Mary Todd Bean and the innovative techniques
of surface treatments building her artwork from the background to the foreground.
Students will be demonstrate how their own personal symbols can influence the
direction of an art work using a laying technique of surface.

South Carolina Visual Arts Standards Targeted:

1. Communicate ideas through effective choice of media, techniques, and

processes.
2. Apply media, techniques and processes with sufficient skill, confidence, and
sensitivity that their intentions can be observed in their artworks.
3. Demonstrate skillful and safe application with a variety of media, tools, and
equipment.
4. Create artworks that use organizational principles and functions to solve
specific visual art problems.
5. Produce artwork that demonstrates personal choices and or interpretations
about symbols, subject matter, ideas, and expression.

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 Curriculum Lesson Plan- USC Upstate Art Education
South Carolina State Department of Education

Student Learning Objectives:

1. The student will be able to plan and create a dynamic composition using the
laying techniques of resists, textures and washes.
2. The student will be able to use materials safely and properly.
3. The student will be able to express their own personal symbols in a layer
surface composition.
4. The student will be able to explain the decisions they made during the creation
of the project and point out where the elements and principles of design are
used in the artwork.
Essential Question: What impact does universal symbols have on a global
culture?

Materials:

- Gulf wax
- Texture plates
- Golden paints of Quinacridone Crimson & Gold & Turquoise
- Paint markers
- Paint Brushes
- Paper towels

Resources:

- Power Point on Universal Symbols

- Mary Todd Bean web site: www.marytoddbeam.com

Introductory Activity: Show the power point on Universal Symbol and have
them take the symbol preference test
-
Procedures:

1. After the introductory activity, the students will start out the project by drawing
lines, shapes and textures with gulf wax.
2. Start light washes over the sheet using only the three colors of red, yellow and
blue.
3. Let dry between washes and make areas some areas darker

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 Curriculum Lesson Plan- USC Upstate Art Education
South Carolina State Department of Education

4. After they have finished with washes, begin to add details with paint pens
incorporating at least three of the universal symbols that mean the most to you.
Be sure to use different sizes of the symbols for interest.

Teacher Strategies:

Strategies used with this unit and lesson will be modeling and demonstration so
students can learn through visual connections as well as auditory and tactile
experiences. Performance feedback will also be used throughout the lesson to keep
students on track and assess their progress.

Student Activities:

During this lesson and project students will be expected to work individually with the
assistance of the teacher.

Culminating Assessment:

The students will be assessed by completing the universal symbols and will be graded
with a rubric.
Teacher Name: Mary Lou Hightower

Student Name: ________________________________________

CATEGORY 4 3 2 1 Score
Design/Composition Student applies Student applies Student tries to The student
design design apply design does not appear
principles (such principles (such principles (such to be able to
as unity, as unity, as unity, contrast, apply most
contrast, contrast, balance, design
balance, balance, movement, principles to
movement, movement, direction, his/her own
direction, direction, emphasis, and work.
emphasis, and emphasis, and center of interest)
center of center of but the overall
interest) with interest) with result is not
great skill. fair skill. pleasing.

Painting Skill Application of Paint is applied Control is Student needs

paint is in a careful, somewhat to work on
preplanned and logical manner. lacking. A few controlling paint
done in a a Colors remain drips, ragged and preplanning
logical, sharp and edges and failure paint
sequential texture is of certain areas of application.
manner. evident. pattern/texture Muddy colors,

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 Curriculum Lesson Plan- USC Upstate Art Education
South Carolina State Department of Education

may be evident. ragged edges,

lack of texture,
drips and/or
blobs are
evident
throughout the
painting.

Use of materials Student Student Student Student

typically keeps typically adequately cleans deliberately
painting adequately and takes care of misuses
materials and cleans materials if materials
area clean and materials and reminded. AND/OR does
protected work area at Occasional spills not adequately
without the end of the and messy work clean materials
reminders. The session without area may be or area when
student shows reminder, but seen. Shows reminded.
great respect the area may some respect for Shows little
for the materials be messy materials and respect for
and his fellow during the work fellow students. materials or
students. session. fellow students.
Student shows
respect for
materials and
fellow students.

Date Created: Jan 22, 2014 09:59 am (CST)

Student Studio Assessment Questions

1. What are your personal symbols?

2. Can you think what they mean in another culture?

3. If you were from a different culture, would your symbols change?

Why or Why not?

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