You are on page 1of 10


Scope and sequence: 4 week unit (2 weeks workshops, 1 weeks independent project, 2-3
days digital portfolio creation)
(Recommended: High School Level, Introductory course *not limited to that though)

VTS (Visual Thinking Strategies)

a. Asking the guiding questions, whats going on in this image? What do you see that makes you say that? What more
can we find?
i. Batiment, Leandro Erlich



Mystery of Melancholy of a Street, Giorgio de Chirico



Edgar Muellers sidewalk chalk art


Explore the Big Idea- Perception

a. This establishes a theme for the unit and provides spring board for creative thinking.
i. Individual reflects on how they define Perception; writing this in their sketchbooks.
ii. Group share
iii. Classroom share
iv. Teacher gives definition- the act or faculty of perceiving, or apprehending by means of the senses or of the
mind; cognition; understanding. , (
v. Give imovie tutorial here:


a. For this Perception unit (national art standards)
i. people develop ideas and understandings of society, culture, and history through their interactions with and
analysis of art.
ii. artists and designers experiment with forms, structures, materials, concepts, media, and art-making
iii. artists convey meaning through the presentation of artistic work.


iv. people gain insights into meanings of artworks by engaging in the process of art criticism.
The following are described as individual segments, but keep in mind that they will have or will overlap in time and nature.
a. Subject- graphite, charcoal, acrylic


Elements and Media: Art Assignment video here:

Collaging, magazines, paper, glue, scissors


Media and Elements-graphite


Composition and Elements and Media-white conte crayon on black paper, graphite, plaster craft and foil


Document- technology (cameras, ipads, phones, computers, etc)

Revisit VTS


Essential Questions
a. This facilitates thinking deeper about the theme or big idea
i. Is beauty in the eye of the beholder?
ii. Are things always what they seem?
iii. How can an artist affect someones interpretations through their artwork?
iv. Does the manner in which artwork is presented affect how it is perceived?
1. Individual reflection on the essential questions written in sketchbook through mind mapping
2. Group share
3. Classroom share to create a concept list


Concept list
a. Create a working concept list based on exploration of the big idea and essential question. The list will help students to
develop their concept for their independent project.
i. Teacher will define
ii. Students can now define
iii. Teacher will reiterate


Mind Mapping
a. The students will divide pages in their art journal to create a story board, where they will explore the big ideaPerception, through old and new media practice, and referencing the visual references used in VTS.
i. Big idea
ii. Essential questions
iii. Concept list
iv. Opposites list
v. Composition ideas
vi. Visual references
vii. Thumbnail sketches
viii. Media list


Four Square Activity

a. The student will individually divide a page into four equal sections and label them What, Why, How, and Need.
Through this process of design thinking, students work out what they want to do, why they want to do it, how they
want to go about doing it and what they will need to make their concept happen.



a. Students will photograph their daily learning, and or creating. The teacher will need to establish a routine of having
students photograph their daily progress. Right before clean-up is a great time to remind everyone to take out their
digital device or borrow one to take a picture of what they accomplished that day. (Good reflection opportunity for
students who did not work that day, and for reinforcement that this is for their presentation assessment).

10. Students will create a visual narrative from looking at their sketchbook documentation through the use of a chosen media, and
use the connections made between traditional and contemporary works of art.
11. Digital One Page Portfolio should include
a. Artist statement
i. What did you want to say with this work?
ii. Why was it important to you?
iii. Describe your process in developing your artwork. What steps did you take in making your art?
iv. Talk about the single most important thing you learned by doing this work.
v. If you could revise or redo this work, what would you change and why?
b. Photographs/Documentation
i. Mind Map or Four square
ii. Preliminary drawings
iii. Workshops
iv. Visual references
v. Independent Project


Rubric/ Self Scoring Guide/Effort Rubric

12. Student Examples