Digital Unit Plan Template

Unit Title: Story in Art Name: Jessica Dang

Content Area: Visual Art Grade Level: 10-12
CA Content Standard(s)/Common Core Standard(s):
VA 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art,
including their own.
VA 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
VA 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in
selected works of art.
VA 5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Big Ideas/Unit Goals:

Students will explore storytelling through visual arts.
Students w ill explore how issues of time, place, and cultural influence affects the storytelling in an illustration.
Students w ill create an illustration based off of literature.
Unit Summary:

In this unit, we will learn how to combine two powerful skills: Storytelling and Visual Art. This unit will cover the use of visual
language to tell a story. Students will create a narrative illustration based off a work of literature (William Shakespeares Romeo
& Juliet).
Assessment Plan:
Entry-Level: Formative: Summative:
Narrative Art Survey - Gauge students' 1. Guided Notes on Visual Language for 1. Narrative Art - Each student will
background knowledge on information needed Storytelling create a compelling illustration based
to learn Narrative Ar 2. Tree Organigram on Narrative Art - off of William Shakespeares Romeo &
Students will complete a graphic Juliet. The illustration will be composed
organizer of what they have learned from of what they have learned about visual
the elements of visual storytelling and language in storytellng.
provide an example for each.

Lesson 1 (Teacher Lecture)
Student Learning Objective:
Students will demonstrate
an understanding of
Visual Storytelling based
off of elements of art
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
Students will conduct
research on the life and
work of Howard Pyle, an
influential illustrator and
storyteller in America.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Students will organize
information and evidence
Acceptable Evidence
(Assessments):
- Narrative Art Survey
- Guided Notes on
Teacher Lecture
Acceptable Evidence:
Webercise on Howard Pyle
Acceptable Evidence:
Tree Organigram of Elements
of Visual Storytelling
3. Webercise - Howard Pyle: Students 2. Group Presentation - Students will
will complete a web exercise on Howard present their research and collaboration
Pyle, an influential illustrator and on Romeo & Juliet in their groups.
storyteller.
4. Compare & Contrast visual
cues/elements from Romeo & Juliet
(1968) and Romeo + Juliet (1996)
5. Brainstorm - Composition and visual
cues/elements for Romeo & Juliet
narrative illustration
Lesson Activities:
In this lesson introduction, students will first be assessed on their background of visual
storytelling and narrative art (Narrative Art Survey). This entry level assessment is for me to
gauge the students understanding of their understanding of story as well as their knowledge
of elements of art.
Next, I will show a lecture of visual language for storytelling. Depending on the responses
from the students narrative art survey, I spend less or more time on each art element in the
lecture. Students will also be required to complete guided notes based off the lecture.
Lesson Activities:
Using teacher provided links, students will navigate information on websites to complete a
webercise on illustrator, Howard Pyle. The webercise will first introduce students on the
background knowledge of Howard Pyle, who he was, and why he was important to the
history of narrative art. Students will then explore the themes and concepts of his illustrations
and how his art set him apart from his contemporaries. Next, students will learn how Howard
Pyle set the stage for characters and other elements in his illustration for storytelling. Finally,
students will apply their knowledge from previous questions to other works of Howard Pyle
and one artwork from another artist.
Lesson Activities:
Students will create a Tree Organigram on Mindomo based off their knowledge and notes
from the class. Students will list the 5 categories of Visual Storytelling: Line, Shape, Value,
of the five elements of Space, and Color. For each example, students will find a narrative art that demonstrates each
visual storytelling in a of these elements and provide a brief 2-3 sentence analysis of how the art they chose uses the
digital tree organigram. corresponding element.
Unit Resources:
Digital Unit Plan Site - http://storyinart.weebly.com/
Entry level survey - https://goo.gl/forms/ApshbJN4EDqpncw12
Teacher Lecture - http://storyinart.weebly.com/l1-teacher-lecture.html
Grading Rubric - http://bit.ly/2zThbgX
Webercise - http://bit.ly/2yVsOEn
https://www.youtube.com/watch?v=al_A5b-YkR8
http://www.delart.org/wordpress/wp-content/uploads/2015/08/American-Illustration-and-the-Art-of-Howard-Pyle.pdf
http://www.illustrationhistory.org/essays/pyle-as-a-picture-maker
https://www.google.com/culturalinstitute/beta/category/artist
Tree Organigram
Example - http://bit.ly/2zF6NXg
Lucas Museum of Narrative Art - http://lucasmuseum.org/collection/narrative-art
Grading Rubric - http://bit.ly/2yX0L7f

Useful Websites:
https://www.khanacademy.org/partner-content/pixar/storytelling/visual-language/v/visual-language
http://guides.library.ucla.edu/c.php?g=180359&p=1191209
https://www.youtube.com/watch?v=aXgFcNUWqX0
https://www.stormboard.com
https://www.pinterest.com
https://www.theatlantic.com/entertainment/archive/2012/02/a-brief-history-of-childrens-picture-books-and-the-art-of-visual-storytelling/253570/
https://www.skillshare.com/classes/The-Art-of-Visual-Storytelling-How-Comics-Work/2143596670
http://www.theartstory.org/section_movements.htm