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Students will:
TRANSFER GOAL
Students will be able to create abstract art through
the exploration of techniques, composition and
perception.
MEANING
-Create an abstract
painting based on
previous discovery and
exploration of this style of
art
Enduring Understandings:
Students will understand that
U1 Artists use preparatory work
and observation for their final works.
-Make a superimposed
abstract painting
Essential
Questions:
Students will keep
considering
Q 1 What is the
relationship between
positive and negative
space and the
composition of an
image?
Q2 How does
perception influence
abstraction?
Q3 How do you
decide what to
include and omit in
when abstracting an
image?
Students will be
skilled at
-Washes
-Using positive and
negative space
-Making rough work
for a final project
STAGE 2 Evidence
Evaluative Criteria
- Critique
Participation
Class discussions, contribution to large group
activities
Completion
Proper use of abstract techniques
Creativity
Using two completely separate images to create a
creative and comprehensive finished project,
engaging in the style of abstraction with an open
mind
Critique
Using a critique for self reflection and giving ideas
and suggestions to classmates to also further their
learning
Assessment Evidence
Students will need to show
their learning by:
Showcasing their
paintings in a final
critique and explain the
elements involved.
Transfer Task:
Students will show their
learning by engaging in
group discussions, activities,
and practice while learning
the principles of abstraction
Students will complete a
final abstract painting with
the previous information
they have learned from
previous lessons and then
participate in a class
critique.
Unit Summary
This unit in a disciplinary unit based off of the Grade 10 art curriculum. It focuses on ideas
mainly of abstraction, composition and exploring art techniques. In Lesson 1 we will be using art history
examples of artwork by Caravaggio and Tang Yau Hoong for examples of negative space, sketches by
Davinci and a painting by an unknown artist that shows underpainting planning. Following the art history
portion of the lesson will be an introductory activity of color blocking from a projected image. In Lesson
2 a cubist Picasso painting and David Hockney photo collage to exemplify abstract art from numerous
perspectives. Following will be an activity in which students will paint a still life set up from different
perspectives around the room. In Lesson 3, we used an example from the teacher that was created in a
university art class that is a superimposition of Claude Monet and Odilon Redon. Following will be an
activity where students will use two images from art history combined to make final abstract image.
These examples from art history will address the conceptual component of their corresponding lessons.
The studio and tactile portion of the lesson teaches skills of preparatory sketches and color blocking,
looking at and creating art from different perspectives and making an abstract work of art using
techniques learned. The finished work made in Lesson 3 will follow with a group critique that allows
students to reflect on their work as well as others. Depending on how long your art classes are, the
entirety of Lesson 3 could be used as a work period for the final project, extending into a fourth, fifth,
sixth etc. work period if needed. The critique would be scheduled for the last lesson of the unit based on
the prior knowledge gained from previous lessons. Students are expected to include an artists statement
about why they decided to compose their images in that particular way, and 2 ideas about abstraction
(things they learned, where they want to go next with this style of art, what would they like to work on,
artists they are interested in)
Rationale
This unit works well with Grade. 10 students as it builds a skill set that transfers into a more
complicated style of art conceptually and formally. In the first year of high school art students are slowly
beginning to develop their own personal style and interests. Practicing and experimenting with abstract art
is a way of allowing students to explore a style that may be less well known to them in earlier grades.
Moving on to grades 11 and 12, these students will be able to store abstract art in their toolbox of skills to
develop a style and art practice that is uniquely their own in higher grades. All lessons address visual,
auditory and tactile learning needs through short lectures, visual examples, and working with actually
hands on materials. Students will be told at the beginning of the unit that Lesson 1 and Lesson 2 are
practice for a good copy in Lesson 3. We feel like this will make the earlier lessons more meaningful to
the students to motivate them to participate to the best of their ability in each activity. Lesson 1 and
Lesson 2 are largely a group activity where all students are performing the same task, but will get their
own individual outcome based on their perception of abstract art. Students will gain knowledge through
hands-on activities that allow them to be fully emerged in the information that we as teachers are trying to
get across to them.
In a class that includes students with exceptionalities, we would implement strategies that would
teach the outcomes in a different way for them to grasp the concepts, ie. a smaller still life set-up,
different materials, extend amount of time, etc. The parameters by which we would differentiate would be
specific to the student and their special needs in the class.
Lesson Summaries
Lesson 1: In this lesson students will learn about the importance of negative and positive space
in a composition. They will also learn about the process of painting, from blocking out the broad idea of a
composition, to adding in details at the end. Students will observe an image from a projector that will be
unfocused, showing just the basic positive and negative shapes of the image. As the image becomes
clearer in focus, students will add details to the their recreation of the image. Students will be introduced
to artists that use negative space to their advantage in their work. Students will also be introduced to the
ideas of pre work such as sketches and blocking.
Lesson 2: Students will start to learn basic concepts of abstraction through observation. By
using a still life set up by the teacher that varies from different points of view, students will create an
abstract image by layering 3 different perspectives of said still life. By layering perspectives with a simple
wash, students can then decide which areas to develop and which areas to omit from their final work.
Students will also be encouraged to use different painting techniques that we have discussed in a
previous, such as; blending, dry brush, wet on wet, flat paint, and texture.
Lesson 3: Students will create their own larger work by superimposing two images onto their
canvas. They will then develop, simplify, add, and omit certain areas, creating an abstract image with
elements of each work. The original works should not be immediately distinguishable from the final
product, but instead be morphed into a new image with a new meaning. Students will need to have done
preparatory work in their sketchbook before beginning, lay ground work by blocking out sections of their
painting with a wash, and pay attention to the idea of negative space in their work. Students must use
different painting techniques that were discussed earlier in the unit.
Students will then create an artists statement/reflection about their work. A critique will be done after the
works are finished, following a discussion on how to perform a proper critique, discussing influences,
thought process of abstraction, and meaning conveyed from the images.
teaching through the three-lesson sequence. Our on going formative assessment will aid the summative
assessment in the third lesson.
Date
Subject/Grade
Level
Grade 10
Time
1/2 hour
Duration
Unit
Painting
Teacher
GLO: Components 1
Specific Learning
Outcomes:
Compositions 1:
B: Positive and negative space are essential to the description of two and
three dimensional forms
LEARNING OBJECTIVES
Students will:
1. Demonstrate knowledge of the importance of positive and negative space when recreating an image
2. Design a preparatory painting based off of color blocking and negative space from a projected image
ASSESSMENTS
Key Questions:
space?
2.) How does perception influence abstraction?
3.) How do artists use negative space in their artists to
convey meaning?
LEARNING RESOURCES CONSULTED
Materials
-paint
-brushes
-projected
image(s)
-mayfair paper
-photographs of
art used in lesson
MATERIALS AND
EQUIPMENT
PROCEDURE
Prior to lesson
Introduction
Assessment of Prior Knowledge
Time
3 min
Transition to Body
Teacher Notes
/Assessment/Differentiation
Learning Activity #1
1-2 min
Time
20 min
Closure
Time
Consolidation of Learning:
3 min
5 min
Subject/Gra
de Level
Lesson 2 of 3
Abstraction- Perspectives of still
life objects
Date
Grade 10
Time
Duration
1/2 hour
Unit
Teacher
Painting
Specific Learning
Outcomes:
SLO: Encounters
LEARNING OBJECTIVES
Students will:
1. Observe and render a still life from different perspectives
2. Abstract an image based on personal choices
3. Use different painting techniques to create an image (washes, texture, quality of line, wet into wet etc.)
ASSESSMENTS
Key Questions:
MATERIALS AND
EQUIPMENT
Still life compilation
mayfair paper
acrylic paint
paintbrushes
containers
water
PROCEDURE
Prior to lesson
Introduction
Assessment of Prior Knowledge
Transition to Body
Learning Activity #1
Consolidation of Learning:
Time
2 min
1 min
Time
22 min
Closure
Time
5 min
Lesson 3 of 3
Superimposed abstract painting
Date
Subject/Gra
de Level
Grade 10
Time
Duration
Unit
Painting
Teacher
10
Specific Learning
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Create an abstract painting by superimposing two chosen images
2. Use prior knowledge of how to create an abstract painting from prior knowledge in earlier lessons
ASSESSMENTS
Key Questions:
composition of an image ?
2.) How does perception influence abstraction?
3.) How do artists use negative space in their artists to
convey meaning?
LEARNING RESOURCES CONSULTED
Lesson Plan Template (Hewson)
Alberta Program of Studies- Fine Arts
-Example of teachers work (Logan Kennedy)
-Claude Monets Waterlilies
-Odilon Redons Ophelia in the Flowers
MATERIALS AND
EQUIPMENT
-mayfair paper
-2 images students
chosen (from art
history)
-paint brushes
-acrylic paint
11
PROCEDURE
Prior to lesson
-Students will have completed two prior lessons that prepare them with
the knowledge and techniques to create a more extensive, finished
product.
-Prepare slide examples and materials
Introduction
Transition to Body
Learning Activity #1
Learning Activity #2
Time
3 min
3 min
Time
Ongoing
(as much
time as
needed
for work
time,
carried
onto next
class)
30 min
(more
time if
needed)
12
language
Consolidation of Learning:
Time
13
14
15
Lesson 2:
16
Lesson 3:
17
18