Samantha Knies

Suggested Grade Level: 9th-12th grade

Title of unit: Elements Of art globe project

Big Idea: Recognize key elements and vocabulary in art to understand how to talk about art
academically.

Rationale/Description of Learning: In order for students to grow as an individual artist, they must be
able to accurately describe and identity not only their own art but that of others. By reviewing and
studying the elements of art and, its vocabulary it will give students the vocabulary and skill set in
order to accurately talk about their art, so they will be able to identify their strengths and weakness in
their own art. It will also assist in analyzing other artist work to be able to understand their success and
weakness, so they can use that information towards their own art works. Reflection is one of the most
important aspects of an artist as it allows you to look at your own art to critique and envision how to
progress towards the next steps to develop as a greater artist.

Standards:
 High School, Standard 1. Observe and Learn to Comprehend: Grade Level Expectation: 1.
Utilize the inquiry method of observation and the language of visual art and design to gather
information and determine meaning. Evidence Outcomes: A: Develop observation skills to
generate and synthesize ideas and interpret communicated meaning.
 High School, Standard 2. Envision and Critique to Reflect: Grade Level Expectation: 3.
Examine the nature of diverse aesthetic experiences to build a language of representation that
can be used to respond to the world. Evidence Outcomes: D: Recognize how different
criteria create contexts that influence the evaluation and assessment of visual works of
art and design.
 High School, Standard 3. Invent and Discover to Create: Grade Level Expectation: 1.
Establish a practice of planning and experimentation to advance concepts and technical skills.
Evidence Outcomes: B: Research and consider various iterations of an idea and draft
possible solutions using a variety of media.
 High School, Standard 4. Relate and Connect to Transfer: Grade Level Expectation: 2.
Develop proficiency in visual communication skills that extends learning to new contexts.
Evidence Outcomes: B: Transfer and integrate concepts and skills to inform innovative
ideas and solutions.

Enduring Understandings:

 Communicate with art vocabulary.

 Create understanding of the building blocks of art.
 Review different ways of expressing the same idea.
 Explore meanings behind the basic building blocks (a line can be more then a straight line).

Essential Questions:

 Why do elements of art effect how we view art?

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  Can an art piece represent multiple elements?
 How do we use elements to talk about art?
 Why do we need to talk about art?
 Why is there the “elements of art”?

Unit Goals: Students will be able to utilize the inquiry method of observation and the language of
visual art and design to gather information and determine meaning by studying the elements of art.
Students will be able to examine the nature of diverse aesthetic experiences to build a language of
representation that can be used to respond to their fellow classmates and the world. Students will be
establishing a practice of planning and experimentation to advance concepts and technical skills by
studying the importance of thumbnail sketches. Students will develop proficiency in visual
communication skills that extends learning to new contexts.

Topic Map:

Objectives from lesson plans and sketches:

I. Artists will develop observation skills to generate visual piece to express an idea. Review
images in real life and transfers methods of success into their own art work.
II. Artist will begin to build an artist vocabulary by reviewing the Elements of art. The artist will
create examples of the elements of art in their notes to be able to identify the elements of art
and use key vocabulary to explain them.
III. Artists will research and consider various iterations of an idea and draft possible solutions
using a variety of media within their thumbnail sketches and project proposal.

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IV. Artists will transfer and integrate concepts and skills to inform innovative ideas and solutions
to express the elements of art in creative, original, and personal ways.

Pre and Post Summative Assessment Plan:

Pre-Assessment:
Students will use a proposal Handout sheet to present their final six concept sketches (used for
each side of a cube). Students will express how each side represents at least one of the elements of art
(line, shape, value, texture, space, and color) with the exception of form as it is represented when the
project is built. Teacher will review the level of understanding of each element and assisting in any
gaps of understand before giving the final paper to start working on the project. If a major
misunderstanding is shown, then as a class concept will be re taught in a different manner to aid with
full understanding.

Post-Assessment:
Student will be given a self-reflection and self-grading rubric handout where they are to reflect
on how well the element was represented for each side. They will also reflect on their effort on each
side, which sides show strength and, which sides shows weakness. They also report how much they
enjoyed the project and how they felt they should be graded overall. The teacher will then review their
reflection along with the finished globe project. They will be graded on a 100 scale based on how well
they represented the elements of art in their art work and their written/verbal reflection along with
their overall work effort from planning practices to finishing the final product.

Content Integration: Student will start of writing and reading note based on the elements of art
working towards proficiencies in the language arts to write and talk in an artic manner. One of the
major goals of this unit is to increase student Language arts proficiencies so that they are able not
only to create art but to talk and write about their art work and the art work of their peers.

Outline of Lessons: (number of days will depend on the unit you are teaching)
Teacher Will
One Present the project and
review 3 of the elements
of art.
Two  Present 2 elements of art
Three  Present final 2 elements
of art
Four  Assist in understanding
Five  Assist in understanding
and present proposal
handout
Six  Assist in understanding
and review student
proposals one-on-one
Seven  Assist in understanding
and review student
proposals one-on-one
Students Will
 Write notes and start
thumbnail sketches.
 Write notes and start
thumbnail sketches
 Write notes and start
thumbnail sketches
 Plan /thumbnail sketch
 Plan /thumbnail
sketch/proposal handout
 Plan /thumbnail
sketch/proposal
handout/talk to teacher
 Plan /thumbnail
sketch/proposal
handout/talk to teacher/
work on final

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 Eight  Assist in understanding
and review student
proposals one-on-one
Ten-thirteen  Assist in
understanding/give
advice/ teach how to
build globe/give
reflection handout
Visuals: Vocabulary handout, PowerPoint, previous completed student projects, and teacher
example being worked on with class.
 Plan /thumbnail
sketch/proposal
handout/talk to teacher/
work on final
 Work on final papers/
build globe/fill out self-
reflection handout

Resources: Vocabulary taken from Host Teacher Mrs. Wilson previous PowerPoint. Student
completed examples taken from Host Teacher Mrs. Charterina.
Bibliography: Mrs. Wilson and Mrs. Charterina’s Resources.
Appendices:
A.
Samantha Knies – Greeley Central High School – 1-30-2019
Elements of Art
Learning the Vocabulary
Grade Level(s):9-12
I. Colorado Academic Standards: High School, Standard 2. Envision and Critique to
Reflect, GLE 3, EO D: Recognize how different criteria create contexts that influence the
evaluation and assessment of visual works of art and design.

II. Big Idea(s): Recognize key elements and vocabulary in art to understand how to talk about art
academically.

III. Enduring Understandings:

 Communicate with art vocabulary.

 Create understanding of the building blocks of art.

IV. Essential Questions:

 Why does element effect how we view art?
 Can an art piece represent multiple elements?
 How do we use elements to talk about art?

V. Daily lesson objectives: The artist will begin to build an artist vocabulary by reviewing the
Elements of art. The artist will create examples of the elements of art in their notes to be able
to identify the elements of art and use key vocabulary to explain them.

VI. Activity: Students will follow along with a teacher lead lecture about the elements of art.
Students are expected to take note and then draw personal images that correspond with each
element of art.

VII. Content Integration: Due to the high use of slides and notes student will practice writing
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 and reading during this lesson. Students will also be exposed to Historic art pieces used as
examples for the elements of art.

VIII. Pre-Assessment: Quick assessment verbally about what the elements of art are. How many
elements of art are there? List them. Scan for how many students are able to follow and are
lost/not responding. Depending on class wide understand can vary how in depth I would need
to cover each element.

IX. Success Criteria: Student has listened throughout lecture and has written down notes from the
slides. Student has also drawn either a personal example in notes or has used some of the
examples from the slide from each element.
X. Post-Assessment: possible exit ticket or next day review. As a class list the seven elements of
art. Be able to talk in a least a sentence about what each element means to an art piece.

XI. Accommodations and Modifications: Pre-written notes will be available/provide to

students with high language needs with areas to still to drawn in examples of elements.

XII. Visuals: PowerPoint with multiple images show casing each element of art. Note taking
handout with areas pre-set for writing note and drawing examples.

XIII. Supplies and equipment: PowerPoint, laptop, projector, note taking handout, pencils, color
pencils, and markers.

XIV. Safety concerns: students that are slow note taker might be stress about taking notes. ELL
student might have trouble following along in a heavy verbal class.

XV. Teaching procedure:

Beginning---Introduction or Anticipatory Set

Student will walk into to class and start on their “bell work” (Warm-up)
-student will then share at their tables and talk about what they have drawn based on their daily
drawing prompt.
I will handout a elements of art handout to student and explain that all of their note can be on
this paper.
Instruction/demonstration
I will give a lecture about what and elements of art are.
Notes will be taking in the following pattern
-take notes on slide
-teacher explains element and shows more images
-drawn 3 examples on note page
I will repeat until half-way through class period
~ expect about three elements

Middle---Student Creating Phase

Students will have final in class day to work on name creation portfolio project.
-work time-

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 Supply distribution – classroom supplies are pre-set up In front of classroom –
student are free to get supplies as needed.

End---Closure
Clean-up procedures
5mins before end of class
All student will work to clean up materials and put away sketch books and portfolios.
Each table must spray and wipe down their tables. Each table has a weekly duty to check
on and make sure is done (Example: clean floors)

B. Summative Rubric

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 C. Project Proposal
Name: __________________ Period: __________________

Globe Project Proposal

Draw your idea in each box. Label each of the boxes on how they represent the
Elements of Art.
Line Shape

Value Texture

Color Space