Art Education Unit

Title of Unit Using Composition in Art Grade Level Grade 4

Teacher Kyra Peake Number of Lessons Lessons: 4

and Classes Classes: 9
Overview of Unit & Rationale
500 words Give a clear and concise description of the Unit. State the learning objectives – what you intend
students to learn/experience. Provide a rationale that connects your unit with your developing art education
philosophy. What is the value of this learning experience for students? How does it support and challenge
their knowledge, skills and attitudes? How does it support your developing philosophy of art education?

In this unit, the students will be learning about how to communicate with others trough their artwork.
Communication is an important factor in this world. People cannot read each-others minds, and if students
have something to say, but don’t know how to express themselves, what are they supposed to do?
Communication can through art, can help people feel like they matter, and give them a voice. A voice to be
heard. To be heard, the students must start with sketching out their ideas, and taking notes, so in order to do
this the students in the beginning of the unit will be constructing their own custom sketchbooks. In the second
part of the unit the students will be learning about what the word ‘Emphasis’ means, and what tools they can
use to portray it. The tools they will be learning about in separate classes include size, shape, and colour.
Lesson three in this unit will focus on exploring the words ‘Unity’ and ‘Composition’. Unity can also be
connected with harmony. It is looked upon as the wholeness or completeness of a picture. Unity and harmony
in art are used by artists to tie a composition together and help the composition make sense as a whole piece
of art. The students will be exploring parallel edges, and limited colour use, and how they can produce unity in
an artwork. In the final lesson the students will be having a good time experimenting with different items that
leave unique marks/textures. The students will be using items such as plastic forks, cotton balls, and sponges
to dip them in paint, and experiment with the marks on the page.

Statement of Inquiry/Unit Question

A question that students take up throughout the unit, through the various activities. At the end of the unit
students have explored and considered this inquiry, and can respond to this question.

1. Explain how art can help an artist with communication skills?

2. Discuss what the word ‘Unity’ means in art?
3. Construct an artwork that displays unity, by depicting parallel edges.

Alberta Program of Study

For this unit assignment you are expected to draw on all three GLE’s (Drawing, Composition & Encounters)
over the unit. What SLE’s are you selecting to work with? Don’t over do it, choose carefully. You might fill out
this section after you do your Unit Mapping.

GLE: A Creative Experience

SLE: COMPOSITION: UNITY: Students will create unity by interrelating the parts of a composition.
 B) Parallel edges induce harmony within a composition.
  D) Limited colours and materials tighten a composition.

GLE: A Creative Experience

SLE: QUALITIES AND DETAILS: Students will refine surface qualities of objects and forms.
 A) Texture can be represented from a range of different studio techniques.

GLE: A Creative Experience

SLE: COMPOSITION: EMPHASIS: Students will create emphasis by the treatment of forms and
qualities.
 A) The centre of interest can be made prominent by contrasting its size, shape, or colour from
the other parts of the composition

GLE: A Communicational Experience

SLE: EXPRESSION: Students will express a feeling or a message.
 B) Specific messages, beliefs and interests can be interpreted visually, or symbolized.

Summary of Lessons
Approximately 75-100 words each summary. Clear and Concise; a synopsis of the lesson, connection with
POS, the lesson's purpose in and of itself, and the lessons purpose within the unit. Make clear the scaffolding -
meaning how each lesson supports the next...Indicate what DBAE areas are being covered in the lessons in
one or two brief sentences.

Lesson 1: This lesson the students will be making sketchbooks for ideas, notes, and formative assessments
purposes. The students will also be exploring colour, and symbols and how both can be used to help
students build their communication skills through art.

Lesson 2: This lesson we’ll discuss how to emphasis can be created by a variety of tools. Artists can use size,
shape, and colour to alter the artworks appearance and make the view emphasize on a particular part of
the artwork the artist wants the view to see first.

Lesson 3: How Parallel edges and limited colour choice can induce harmony within a composition. The
students will be learning about famous artist Piet Mondrian, who has used both Parallel edges and limited
colour choice.

Lesson 4: The students will experiment with different objects and how they show different textures. The
students will be using a four section paper and experimenting like items like forks, sponges, and cotton
balls to notice the unique mark it leaves on the paper. The students will be encourage to be experimental,
and have fun.

Unit Mapping
You are welcome to design your own Unit mapping template as long as all content is in there:
See exemplar of how this look when completed.

Lesson 1: POS Lesson POS Lesson 3: POS Lesson 4 POS

Communicating Connecti 2: Connecti Unity in Art Connecti Different Connecti
visually.
on Creatin on on Objects on
Total number of Total number of
classes: 4
g classes: 1
Creating
GLE: A Emphas GLE: A GLE: A Texture! GLE: A
Communicati Creative Creative
This lesson will Creative
discuss:
onal is Experience This lesson will Experience
Experience
Experience SLE: discuss: SLE: Total number of
SLE:
SLE’s: COMPOSITI COMPOSITIO classes: 1
-Making sketchbooks Total QUALITIES
EXPRESSIO ON: -How Parallel N: UNITY:
for ideas, notes, and number of EMPHASIS: AND DETAILS:
N: Students edges and Students will
formative classes: 3 This lesson will Students will
will express a Students will limited colour create unity
assessments create discuss: refine surface
feeling or a choice can by
purposes message. emphasis by qualities of
This lesson induce harmony interrelating
the treatment -The students will objects and
will discuss: within a the parts of a
-Exploring Colours to of forms and experiment with forms.
B) Specific composition. composition.
help communicate qualities. different objects
messages, -How to
visually. and how they A) Texture can
beliefs and Emphasis is Class #1: B) Parallel
A) The centre show texture with be
interests can created by: of interest can edges induce
- Symbols to help painting on paper. represented
be size, shape, be made The class will harmony
communicate from a range
interpreted and colour. prominent by look at ‘Parallel’, within a
visually. Class #1: of different
visually, or contrasting its ‘unity’ in the art composition.
studio
symbolized. Class #1: size, shape, vocab board. the
Class #1: The students will techniques.
Size colour or teacher will ask if D) Limited
Making be encouraged to
creating texture from anyone has ever colours and
Sketchbooks. be creative and
Emphasis the other parts created or seen materials
of the art with either tighten a experimental. To
Making sketchbooks. composition start the activity,
‘Emphasis’ parallel or limited composition.
That will be the first the students will
will be one colour choices.
class priority so the be given
of the The teacher will
students have a place newspaper to
words go over what
to draw their ideas, place of their
written on they are, and
and write down desks or on the
the art examples (in a
notes. The students floor. Next Set up
board as google slides
can design their own each student with
well as the presentation,
sketchbook and have paper, paints,
word ‘Size’. and then
fun with it. The sponges etc.
The introduce the
teacher will tell and be given a piece
definition students to Unity
remind the students of paper and be
of Emphasis with a brief art
that the sketchbook asked to fold it in
is the ability history, and
is to be taken care of. half and then
to attract discuss a famous
Not bent, or spilled open it up and
attention artist: Piet
on. The sketchbook fold it in half the
and make Mondrian.
will be instructed by other way. Next is
an element
a google slides to pour a puddle
stand out. Activity:
presentation, with of paint (students
The Students will be
step by step can each chose a
students told to pick their
instructions. The different colour
will then be favorite animal
teacher will have but that is the
shown a and draw it. Then
materials available colour they use
picture of will need a ruler,
such as pencil
the first and a marker to
DBAE for everything) DBAE
crayons, and crayons
for the students to
DBAE Harry Potter DBAE create Parallel Connecti onto the plate Connecti
movie lines and edges or tray.
use and to customize Connecti poster and
Connecti induce harmony.
ons Dip one edge of ons
their own unique
sketchbook. The
ons be asked ons The students will the sponge or
what also have the other object into Art
students may not be Art
catches choice of the paint. Press
listening to the Art History Production Production
Art their eye choosing three the painted edge
teacher will need to Creative Art Criticism Art Criticism
Production immediatel (limited) of their on the paper.
repeat instructions Production Art History Lift the object Art History
Art Criticism y. The favorite colours
and will tell the straight up.
Art History answers within a
students that when Repeat the
should be composition.
the teacher claps printing process,
“Harry Once the outline
their hands, they are using a different
Potter”. is complete, the
to clap their hands object and color in
Harry is the students can
back twice. each section of
15 minutes should be most start painting. the paper. Allow
given to the students colourful After the activity time for the paint
for clean-up time, figure, and has been to dry and discuss
and to prepare for is the explained the the printed
the next class, or to biggest. He teacher will ask texture 
use the washroom. is the again if anyone effects each
emphasis of has any section has.
Formative the poster. questions.
assessment: The teacher Scaffolding:
Thumb ups or will then go Materials: -Walking around
thumbs down on to the -30 Papers asking students if
method- purpose for next google -Ruler they need help.
the teacher to know slide and -Markers
if they are going too talk about -Coloured paper Resources:
https://teacherblog.evan-
fast, or if the lesson if famous -Paint moor.com/2020/05/01/teach
just confusing. artist Paul -Paint brushes ing-kids-art-learning-about-
texture-with-paint/
Cezanne, -Water cups
and his -Newspaper https://docs.google.com/presentation/d/1Ne6YU
wcW0Fjpd4-
bgQBJY_F0hzgJZAretY86D3myJ8Q/edit#slide=id.p

Materials for class work

#1: Apples, Scaffolding:
-15 pieces of paper made in -The teacher will Materials:
for each student 1890. The go over what -White
(Total: 390 papers) artworks they are, and construction paper
-stapler displays examples (in a - paint in multiple
-stickers some google slides colors
-coloured paper apples and presentation, -Sponges
-ruler some and then -foam trays for
-pencil crayons oranges. introduce the paint
-pencil The apples students to Unity -maybe garbage
-eraser are with a brief art bags (keep clothes
-string arranged history, and clean)
-scissors like a discuss a famous
triangle and artist: Piet Formative
Assessment:
Scaffolding so they Mondrian.
technique for class appear - After the
#1: bigger than activity has been
The students will be the oranges explained the
shown with a power- (smaller teacher will ask
point step by step circles). The again if anyone
instructions with the teacher will has any
teacher making a then questions.
book as well. example the
art activity
Resources: the Formative
https://www.slideshare.net/grantthomasonline/making-
a-sketchbook-49411876 (HOW TO MAKE A SKETCHBOOK) students Assessment:
will be
Class #2 making.
Exploring Colour
The Resources:
In this class the activity:
https://docs.google.com/presentation/d/1tRy
V69v9-
nR7p3HVAPqDwhjehSb4x_xlNkSNKgJO0C4/edi
students will be The student t#slide=id.p

introduced to the out of a set

class art vocabulary of options
board. This board the teacher
will have different will give,
words on it for each will choose
class, and the a design
students will be (example:
questioned at the happy fish,
beginning of each a heart, or
class to make an smiley
educated guess as to face), and
what those words will draw it
mean and how they in the same
connect to today’s size over
class. Today’s art and over
words will be ‘Colour’ again on
and one piece of
‘Communication’. white
The students and paper, but
teacher will discuss will either
these are vocab make one
words as the “hook” of those
to the beginning of designs
every class. The bigger or
teacher will then smaller
follow with the than the
google slides other ones
presentation, and to show
again go through the emphasis in
proper definition of size.
size, and Everything
communication, and will remain
then tell the students the same
about their art colour.
activity that will be Resources:
https://www.allposters.com/-sp/HARRY-

happening for POTTER-CANDLES-Posters_i15745037_.htm?

UPI=F9DGY50&sOrigID=12718 (THIS RESOURCES
SHOWS A PICTURE OF THE FIRST HARRY POTTER
MOVIE. THIS WILL BE USED TO ASK THE

today’s class. The STUDENTS ABOUT WHAT CATCHES THEIR EYE AS

SOON AS THEY LOOK AT THE POSTER. HARRY IS
THE MOST COLOURFUL, AND IS THE BIGGEST
CHARACTER=EMPHASIS.

presentation will
Art Vocab:
show an example of
-Size
harry potter (movie
-Emphasis
#1) with a red
sweather on. The
Materials:
teacher will talk
-30 paper
about what that red
sheets
colour signifies. To
-pencils
understand if the
-erasers
students undertand
-pencil
the teacher will get
crayons
the students to get
some ipads the
classroom has, or
Formative
some computers, and
Assessment
the class with play a
:
game of Kahoot. The
-big group
students will guess
discussion
what different
colours can
Class #2:
represent. After the
Shape
kahoot game, the
creating
teacher will go back
Emphasis
to the google slides
presentation and
Students
observe examples of
and the
art by artists who
teacher will
have used colour to
as a part of
communicate a
a routine,
message or interest.
observe the
This should have
art vocab
taken up a good
board, and
amount of time so
discuss
the students will
what those
have some colouring
words
sheets that show a
mean, as
hidden picture or
well as
message using colour
reviewing
that will be available
size, and
to use up the rest of
emphasis.
the class time. The
The teacher
following class will be
will ask the
focused on the art
students
activity. The students
will be drawing a (hot seat
picture if something questioning
they enjoy. (hockey ) “How can
player, dancing, a an artist use
piant brush shape to
soccerball, etc) They create
will create a layered emphasis in
that will circle an
around that item that artwork?”.
will reveal 6 different The teacher
feelings a9using will write
colours we have done some
looked at. Next answers on
they’ll create the white
abstract designs to board. The
represent 6 emotions teacher will
- Sadness, Happiness, then show
Anger, Fear, Calm the example
and Love. The of the art
students will be activity the
reminded to use teacher pre-
colour expressively. made, and
Demonstrate will
technical examples
accomplishment and how the
creativity by teacher students
with an example. will be
making a
Art Vocab: similar one
-colour but have
-communication the options
of different
Formative designs.
Assessment:
-Kahoot The
https://play.kahoot.it/v2/lobby?quizId=fb02153d-367f-
49bc-93d7-174da8988cea
activity:
How the
Resources: students
https://play.kahoot.it/v2/lobby?quizId=fb02153d-367f-
49bc-93d7-174da8988cea (KAHOOT)

https://docs.google.com/presentation/d/11DhAmJ6hFgD9vQK-
can display
lMLKRzixLpj6SaCvYltqro8FtII/edit#slide=id.p (GOOGLE SLIDES PRESENTATION)

https://www.kokuyocamlin.com/blog/the-hidden-meaning-of-colours-in-art.html
(ARTISTS AND ARTWORKS THAT USE COLOUR TO REPRESENT SOMETHING)
emphasis in
https://www.pinterest.com.mx/pin/355362226842021887/ (COLOURING SHEET)
their art
https://www.bestcoloringpagesforkids.com/free-printable-color-number-coloring-
pages.html (COLOURING
SHEET) project: the
https://www.crayolateachers.ca/lesson/if-you-could-read-my-mind-emotions-feelings-
line-colour/
teacher will
Materials: ask them to
-Crayons choose
once shape,
-paper
and repeat
-pencils that shape
-Colouring sheets on a white
piece of
paper.
Class #3 During this
Exploring Symbols repetition
the
The class with begin students
at looking at the art will change
vocabulary wall! The it with one
wall will read: shape then
symbol, and (review) continues
communication. with the
The teacher will be same
wearing a sweater previous
that has a symbol shape.
that reflects the (example:
teacher (The sweater using all
has the painting squares,
Starry night painting then one
by Van Gogh). Doing triangle,
this will be the then all
beginning if the class squares
“hook”. The teacher again). The
will continue on with students
asking the students can get
what the two words creative
on the art board making cool
mean (and if no one designs in
raises their hand, hot the shapes
seat question if they’d
someone). Then the like. The
teacher will explain activity will
their sweater, and have the
how it is a symbol students
that represents the staying with
teacher’s passions the same
for art. After that the colour
teacher will go and (because
turn on the smart this class is
board to start the to focus on
google slides shape). The
presentation that teacher will
should have been bring an
loaded already on example the
the smart board. The teacher
teacher will then created to
explain the activity display on
(the students will be the white
creating the letters of board, as
their names with well as
objects/symbols that drawing
best reflect who they two other
are) to the students, examples
and the materials the
needed for this students
activity. To begin could use if
with this activity, the they are
teacher will show an stuck.
example the teacher
had done of Scaffolding:
themselves, and all The teacher
together as a class will bring an
with create a mind example the
map. Each student teacher
will write their name created to
on a piece of paper, display on
circle it, then on the the white
white board the board, as
teacher will ask the well as
students some of drawing
their interest and two other
hobbies and will examples
write them down, the
and attempt to draw students
symbols that could could use if
replicate a letter. The they are
students will be stuck.
asked to write down
and sketch some Art Vocab:
symbols that can Shape
think of. Near the Sizes
end of class the emphasis
teacher will as a big
group, if students are Resources:
https://drawpaintacademy.com/shape/
confused and will Formative
need more time by Assessment
thumbs up= good, or :
to the side=kind of Hot seat
good, or down= questioning
totally confused. - “How can
an artist use
Materials: shape to
-30 long rectangular create
sheets of paper emphasis in
-pencil crayons an
-sketchbook artwork?”
-pencils
-erasers Class #3:
Colours role
Scaffolding: in creating
Near the end of class, Emphasis
the teacher will as a
big group, if students The teacher
are confused and will will be
need more time by teaching
thumbs up= good, or the student
to the side=kind of about
good, or down= colour, and
totally confused. how it can
create
Resources: emphasis in
https://theartofeducation.edu/2018/08/07/name-
designs-the-perfect-lesson-to-start-your-year/ ( this
resource shares information that shares how to make the
their
activity, and mind map)
artwork.
https://www.ducksters.com/history/art/sy
mbolism.php This resource give examples
of artists who have used symbolism in their
artwork, and how the artwork is displaying The class
symbolism.
will start
with looking
Class #4
at the
Work Period for
activity the
Exploring Symbols
students
will be
This class will be used
constructing
for the teacher to
this class.
briefly go over the
The teacher
last class, and have
will show
the time to complete
the
the project. The
students
teacher will walk
the
around and help out
artwork/acti
the students and
vity that will
help build up their
display
creativity.
different
designed
(smily face,
heart,
basketball,
hockey
stick, etc.)
and how
one item
will be
repeated in
the artwork
and all the
items will
look the
same in
size, but
one will
look
different in
colour.

Formative
Assessment
:
Hot seat
question
students on
what colour
is? What
emphasis
is?

Resources:
-Google
slides
presentatio
n

Materials:
-pencils
-erasers
-markers

Scaffolding:
The teacher
will show
examples of
the artwork,
and have a
big group
discussion
and ask the
students to
hold
thumbs up
for good, to
the side for
kind of
good, and
down for
confused.