UNIT OVERVIEW

Title Abstract Cityscape

Contextual Factors
Iroquois Junior/Senior High School is a small school located in a suburban part of Erie
County. Throughout the school, the average number of students in a class is 20. In ART 8 there
are 24 students; 16 male students and 8 female students, the majority of whom are Caucasian and
speak fluent English. All students are in the eighth grade. Within the classroom there are six
tables available for students to use as a work space. Along with this, there is a table with basic
supplies and a small table where the instructor can put handouts or use as a demonstration space.
The art room has two spray booths with ventilation available for students to use for spray paint
or any other medium with a strong scent or potentially toxic fumes. There are two sinks that the
students use to wash their hand, clean their tools or get water for painting. The students also have
access to a computer lab within the art room, a dark room for photography, and a ceramics room
equipped with a small electric kiln. All eighth graders are required to take ART 8. This class only
last for one quarter (nine weeks). All students have the same amount of prior art education.
Goals and Standards
To use the elements and principles of design as a tool for students to compose a unique
cityscape.
9.1.8.A: Know and use the elements and principles of each art form to create works in the
arts and humanities.
Elements
Visual Arts: color form/shape line space texture value
Principles
Visual Arts: balance contrast emphasis/focal point movement/rhythm
proportion/scale repetition unity/harmony
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts
9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.H: Demonstrate and maintain materials, equipment and tools safely at work and
performance spaces.
To discuss various artists use of the elements and principles of design to create a unique
cityscape composition.
9.2.8.L: Identify, explain and analyze common themes, forms and techniques from works
in the arts
To analyze an audiovisual installation art piece and list all of its visual elements as a class.
9.3.8.E: Interpret and use various types of critical analysis in the arts and humanities.
To distinguish differences between how each student approached creating their cityscape.
9.4.8.A: Compare and contrast examples of group and individual philosophical meanings
of works in the arts and humanities.

Content
During this lesson students will learn about the elements and principles of design and
monochromatic and complimentary color schemes. Along with this they will be introduced to
various contemporary artists and reflect upon the differences in their approaches to a cityscape.
Students will use the information that they learn and the artworks they view to inspire their own
original take on a cityscape using paint swatches to create bold patches of color. Throughout the
course of this project, students will learn to implement the elements and principles of design.
They will also learn about basic color theory. This includes knowing the primary and secondary
colors, monochromatic and complementary color schemes, and the differences between a tint, a
tone and a shade. Along with this, students will be exposed to various contemporary artists that
have used cityscape imagery in their work. Students will view these artworks for inspiration. As
they are viewing these artworks, students will identify the elements and principles of design that
are present and use the various types of criticism to discuss what they like about the paintings
and what they do not. Understanding the basic elements and principles of design will give
students a new perspective on the word around them. They will be able to see how the media
uses visuals to subconsciously influence how consumers make decisions. Along with this,
learning to implement the four methods of criticism (formal, aesthetic, intuitive, and contextual)
will help students to understand, rationalize, and verbalize their opinions in everyday life. By
completing this activity students will have the opportunity to practice creative problem solving.
Instead of using a blank canvas, pencil, and paint, the students will be using solid blocks of color
and layering them to create a desired image. Creating a composition with an unfamiliar medium
will push students outside of their comfort zones, forcing them to get creative with the materials.
Vocabulary/Word Bank
Cityscape- the visual appearance of a city or urban area; a city landscape.
Monochromatic- containing or using only one color.
Complimentary- colors directly opposite each other in the color spectrum, such as red and green
or blue and orange, that when combined in the right proportions, produce white light.
Tint- A color plus white.
Tone- A color plus grey.
Shade- A color plus black.
Elements of Design- color, form/shape, line, space, texture, value.
Principles of Design- balance, contrast, emphasis/ focal point, movement/ rhythm,
proportion/scale, repetition, unity/harmony.
Composition- the nature of something's ingredients or constituents; the way in which a whole or
mixture is made up.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.

 Value- Also called tone- the relative lightness of darkness of a color.

Principles of Design
Balance- A state of equalized tension and equilibrium.
Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.

Materials/Resources/Technology
Elements and Principles of Design posters located in classroom.
Know the Artist Posters located in classroom.
6x8 inch paper
Paint swatches
Pencils
Erasers
Black sharpies
Black pens
Elmers glue
Scissors
CITYSCAPE 2095
Yannick Jacquet
Mandril
Thomas Vaquie
https://www.youtube.com/watch?v=uEKynrKP2xo
http://blog.art21.org/2013/02/15/art-2-1-new-frontier-at-sundance-2013-augmentedspace-in-cityscape-2095/#.VeNfQvlViko
City Interior
Charles Sheeler
Living High
Carolee Clark
Flying Over Landscape
Tim Dolby
Abstract Landscape
Ernie Gerzabek

Cityscape
Brian Whelan
Cityscape #4
Rebekah Cholak
New Orleans Rainy Street
Deborah Herd
Abstract Cityscape
John von Wicht
Summative Assessment Plan
See Rubric

SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Elements and Principles in a Cityscape
Day 1 of 5 (Thursday)
Objectives/Assessments/Adaptations
Objective

Pre-assessment

Formative
Assessment

Adaptations

Objective 1:
Students will discuss
the elements and
principles of design.

Students will popcorn

read handouts about
the elements and
principles of design.

Students will be able

to explain which
element(s) or
principle(s) of design
they used in their
cityscape
compositions.

Instructor will repeat

and expand upon
student request.

Bell Ringer: Write/

draw a cityscape.

Class will create a

collaborative list of
the different objects
and visual elements
that they observed
while watching
Cityscape 2095.

Instructor will ask

questions to help
prompt thoughtful
answers. Students
may review the video
segment upon request.

Students will view

example sketches of
compositions
provided by the
instructor.

Students will
complete two
compositions.
Beneath each
composition students
will write down a
minimum of two
elements of design
that they have chosen
to use in their design.

Instructor will be
available to students
during work time to
help clarify or provide
encouragement.

9.1.8.A: Know and

use the elements and
principles of each art
form to create works
in the arts and
humanities.
Elements
Visual Arts: color
form/shape line
space texture value
Principles
Visual Arts: balance
contrast
emphasis/focal point
movement/rhythm
proportion/scale
repetition
unity/harmony
Objective 2:
Students will analyze
the different visual
elements included in
Cityscape 2095.
9.3.8.E: Interpret and
use various types of
critical analysis in the
arts and humanities.
Objective 3:
Students will
demonstrate their
understanding of the
Principles and
Elements of design by
composing two
cityscape
compositions.
Each composition
should include at least

two identifiable
elements or principles
of design.
9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts
Lesson Body
Anticipatory Set

https://www.youtube.com/watch?v=uEKynrKP2xo

Students will watch video about a collaborative art piece made in 2013 called
Cityscape 2095.
o While watching the video, students should make a list or series of sketches
of the different objects and visuals that are used in this artwork.

Procedures

Bell Ringer- Define/ Draw a Cityscape

Instructor will give each student a handout to keep in their folders that list all the
elements and principles of design.
o Class will go over the handouts together. Students will popcorn read.

https://www.youtube.com/watch?v=uEKynrKP2xo

Students will complete anticipatory set

Students will watch video about a collaborative art piece made in 2013 called
Cityscape 2095.
o While watching the video, students should make a list or series of sketches
of the different objects and visuals that are used in this artwork.
o Students should list any elements and principles of design that they see
present in the video

Instructor will lead a group discussion with the class about everything they saw in
the video
o Create a collaborative list. (encourage students to copy down list)

o Prompt students to name different elements and principles they saw.

Instructor will show students samples of compositional sketches.

Instructor will show students examples of completed project.

Students will complete two sketches of composition ideas for their cityscape
project.
o Provide paper cut to size of desired composition.

Closure Class will answer the following question:

Which element or principle of design do you think is the most important when
composing a cityscape and why?

Clean-up Students need to make sure that their work area is clean before they leave
the room. All supplies should be put back where they belong
Independent Practice N/A
Safety Considerations N/A

Lesson Title Contemporary Cityscapes No 90o Angles

Day 2 of 5 (Friday)
Objectives/Assessments/Adaptations
Objective

Pre-assessment

Formative
Assessment

Adaptations

Objective 1:
Students will view
and distinguish
differences between
various works of art
whose common theme
is a cityscape.

Bell Ringer: Name an

Element or Principle
of Design and draw an
example. Students
will participate in a
short review game.

Students will
participate is a
discussion about
many different artists
approaches to a
cityscape Students
should identify which
Elements and
Principles of design
are evident in each
artwork.

Instructor will ask

prompting questions
for guidance.

Students will have

viewed many
examples of a nontraditional take on
cityscapes before
beginning their
assignment.

Students will
complete two
compositions with the
elements and
principles of design
that they incorporated
listed underneath.

Instructor will remain

available to help
encourage student
progress and
execution of design
ideas

9.2.8.L: Identify,
explain and analyze
common themes,
forms and techniques
from works in the arts
Objective 2:
Students will
demonstrate their
understanding of the
Principles and
Elements of design by
composing two more
non-traditional
cityscape
compositions.
Each composition
should include at least
two identifiable
elements or principles
of design.
9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Lesson Body
Anticipatory Set

Upon entering the classroom, students will complete the bell ringer that is written on the
board for the day. Name an element or principle of design and draw an example. All
students should gather around one table and talk about their responses.
Procedures

Instructor will lead a discussion about the results of the bell ringer activity
o Upon entering the classroom, students will complete the bell ringer that is
written on the board for the day. Name an element or principle of design
and draw an example. All students should gather around one table and
talk about their responses.

Instructor will lead a short review game.

o Show students posters of each element of design with the words covered.
o Students will work with their tables to guess the element based of the
visuals provided on the poster

Students will complete anticipatory set.

o Students will view a presentation about various cityscape paintings.

Discuss similarities and differences between artworks

Talk about use of elements and principles of design in the artworks

Emphasis on non-traditional (not just a skyline)

Students will complete sketches/ ideas for composition of their cityscape

o Make this one crazy!
o No silhouetted skylines.
o No Rectangles
o No 90 degree angles.

Closure Students should verbalize to the instructor which element or principle of

design they used in their composition
Clean-up Students need to make sure that their work area is clean before they leave
the room. All supplies should be put back where they belong.
Independent Practice N/A
Safety Considerations N/A
Lesson Title Introduction to Color Theory
Day 3 of 5 (Tuesday)
Objectives/Assessments/Adaptations

Objective

Pre-assessment

Objective 1:
Students will be able
to define and identify
all monochromatic
and complimentary
color schemes.

Instructor will ask

students questions
about color theory to
gauge students prior
knowledge.

Formative
Assessment
Students will
complete a color
wheel worksheet
about monochromatic
and complementary
color schemes.

Adaptations

Students will think

about their definitions
of art (i.e. creative,
original, etc.) and
consider which of
their compositions is
the most
unique/original.

Instructor will ask

prompting questions
to keep students
engaged in discussion.
Instructor will help
students choose their
best composition
upon request.

Instructor will be
available to assist
students in completing
their worksheet.

9.1.8.C: Identify and

use comprehensive
vocabulary within
each of the arts forms.
Objective 2:
Bell Ringer: ART or
Student will choose
NOT game.
their favorite
composition and
begin making a stencil
for their final project.
9.1.8.H: Demonstrate
and maintain
materials, equipment
and tools safely at
work and performance
spaces.

Lesson Body
Anticipatory Set

https://www.youtube.com/watch?v=mCu0l1vBw_k

Procedures

Instructor will lead discussion about color theory

o Who can name the primary colors?
o What are the secondary colors?
o How are secondary colors made?
o Has anyone ever heard the term monochromatic before?
o If so, can you explain what it is?
o Ask class if they know what the complimentary color schemes are

Each student will receive a worksheet on color theory to complete and keep in
their folders

Instructor will show students posters available in the art room which feature
famous works of art from different art movements.

Students will be called upon randomly and asked to identify a color scheme that is
present in the work of art.
o Ask students to name color scheme
o Ask students to identify an element of design
o Ask students to identify a principle of design

ART or NOT
o Show slideshow of images to students
o Remain standing if it is art, touch the ground if it is not.

Each student should make a final decision about which composition they would
like to execute.

Instructor will demonstrate how to use their sketch to create a stencil.

o Students can either cut up original sketch or trace it onto other paper
o If tracing, only trace the contour of the shapes (outline)

Students should work on making stencils for the remainder of class.

Closure As an exit ticket, ask entire class to answer the following questions out loud.
Give students slips of paper to write their answers.

How many colors are used in a monochromatic color scheme?

How many in a complimentary color scheme?

Complimentary means the colors are ____________ from each other on the color
wheel

Collect answers

Clean-up Students need to make sure that their work area is clean before they leave
the room. All supplies should be put back where they belong.
Independent Practice Think about color schemes, choose one for your composition.
Safety Considerations N/A
Lesson Title Abstract Cityscapes
Day 4/5 of 5 (Wednesday/Thursday)

Objectives/Assessments/Adaptations
Objective

Pre-assessment

Objective 1:
Students will use
materials in a safe and
appropriate way to
complete their chosen
composition.

Instructor will
demonstrate how to
make a stencil to
complete the project.

Formative
Assessment
Students will make
stencils to execute
their paint swatch
cityscape.

Adaptations

Students will
participate in a class
discussion about each
others artwork and
successfully use
vocabulary from the
lesson.
(Monochromatic,
complimentary, form,
shape, line, etc.)

If students are
struggling to recall
vocabulary words,
they will be allowed
to look at their
handout. Instructor
will ask guiding
questions to help
stimulate discussion.

Instructor will repeat

demonstration with
individual students
upon request.

9.1.8.H: Demonstrate
and maintain
materials, equipment
and tools safely at
work and performance
spaces.
Objective 2:
Students will evaluate
the way they used the
Elements and
Principles of design in
their final projects
during a class
discussion
9.3.8.A: Know and
use the critical
process of the
examination of works
in the arts and
humanities.
Compare and contrast
Analyze
Interpret
Form and test
hypotheses
Evaluate/form
judgments

Students will
complete a bell ringer
on critique day (last
day) of the project.
Write down which
principles and
elements of design
you used. Which color
scheme did you use?
Do you think you
used it effectively?

Lesson Body
Anticipatory Set
Wednesday:

Which color scheme did you choose for your composition and why?

Thursday:

Write down which principles and elements of design you used. Which color
scheme did you use? Do you think you used it effectively?

Procedures

Students will complete Wednesdays Bell Ringer

Students should continue working on their stencils

Distribute paint swatches to students.

Emphasize that students should complete the background first

Circulate the room while students work.

o Encourage neatness
o Give tips on layering
o Explain how and why to use less glue
o Assist in making stencils

Once the composition is dry, students can use sharpies or a black pen to add
details.

Complete Thursdays Bell Ringer

When their projects are completed, students should write their name, the elements
and principles of design they used in their composition, and the color scheme they
chose.

Closure Class Critique

Clean-up Students should put supplies back where they belong and keep their work
are clean
Independent Practice N/A
Safety Considerations Students should be careful not to cut themselves with scissors.

Self-reflection
This lesson was successful. The students seemed engaged in the content and were excited
about composing their cityscapes.

Things to improve:

Really encourage students not to make a traditional cityscape skyline

Make an activity to inspire students that are stuck

o Construct a pop up cityscape, crinkle it and draw what you see.

More samples

Unacceptable

Developing

Acceptable

Target

Participation

0
Student did
not participate
in class
discussions

Color Wheel

Student did
not complete
color wheel
worksheet

4 Compositions

Student did
not turn in
any working
sketches.

Completed
project

Student did
not submit
assignment.

100
Student showed
minimal
interest/participation
in class discussion.

Student completed
the color wheel
assignment and
demonstrated some
understanding of
monochromatic and
complimentary color
schemes
(2 + mistakes)

Student
participated in
class discussion
but did not give
thoughtful
responses.

Student
completed the
color wheel
assignment and
demonstrated
some
understanding of
monochromatic
and
complimentary
color schemes
(1-2 mistakes)
Student completed
Student turned in
1-3 sketches.
all four
compositions but
did not name the
principles/elemen
ts of design or the
compositions
were too similar.
Student submitted an Student submitted
assignment that was a completed
not complete or a
assignment but
project with
did not
extremely poor craft. demonstrate
understanding of
the elements and
principles of
design or color
scheme/ had
minor issues with
craft.

Student
participated in
class discussion
and gave
thoughtful
responses to
instructors
questions
Student completed
the color wheel
assignment and
demonstrated full
understanding of
monochromatic
and complimentary
color schemes
(No mistakes)

Student submitted
four unique
compositions and
correctly listed the
elements/principles
of design that were
used in each
composition
Student completed
a finished
assignment with
exemplary craft
that demonstrated
understanding of
color schemes and
elements and
principles of
design