Emiley Hoffman

TAB UNIT PLAN

Art 390

9/16/20

Station 1:

Charcoal Drawing Station:

 Description: Practice your drawing skills with chosen real objects in front of you and

incorporate shading and value to your work to give the object more depth on your paper.

 Materials Provided to you: Newsprint Paper, drawing paper, pencil, vine and willow

charcoal, compressed charcoal, white charcoal, powdered charcoal, blending sticks, q-

tips, paper towel, aprons, tissues, erasers, and various objects to pick from and draw.

 Instructional Materials Provided to you: Various posters on shading, value, types of

charcoal and what they can be used for, what to think about when drawing, and clean up

guides. And various books with highlighted and bookmarked pages to help make

connects and give references for the students.

 Final Project: Create a piece of your own choice using charcoal as the medium. With

final artwork include an artist statement with the mentions or why you chose what you

created and the process of using charcoal such as what you liked and disliked about the

medium and what were the challenges you faced while creating this piece. And if you

could redo it what would you change.

 Critiques: Students must display their final artworks and give helpful criticism and

thoughtful commentary to each of their peers artwork. After critique students will do a
 quick self-evaluation on how their crit went, what they thought was helpful, what they

learned, and what they thought was not helpful and why.

 Goals: Understands shade and value with black and white charcoal. Has mastered

multiple techniques using different types of charcoal and blending. And is comfortable

with using charcoal as an art material.

Boot Camp:

 Brief introduction into Charcoal Drawing which include a slideshow on what charcoal

drawing it is, types of charcoal, types of tools, techniques of shading, and artwork

references of multiple pieces of art.

 A demonstration of shading and highlighting a circle to make it look like a sphere using

black and white charcoal. Showing them how light effects an object and how to figure out

where the point of light is coming from. By putting an object in front of a lamp and have

the students see how the light and the object is producing shadows. Then show the

students different methods of blending the charcoal to give them a bigger spectrum of

options to try.

 Then I will give the students the recreating the object in front of the lamp making sure to

add in the highlights and shadows in their recreation to their best abilities with a time

limit of 15-20 minutes. And students can ask me questions while they are doing the task.

 Materials needed for demo: drawing paper, vine and willow charcoal, compressed

charcoal, white charcoal, powdered charcoal, blending sticks, q-tips, paper towel, tissues,

aprons, erasers, lamp, and object (mug, bottle, or ball).

  Goal for Boot Camp: Students understand shade and highlight and object and know how

to blend the charcoal using multiple tools. And students are comfortable using charcoal

for their next art piece.

Standards:

 6.1.1.5.1

o Benchmark: Analyze how the elements of visual art including color, line, shape,

value, form, texture and space are used in the creation of, presentation of, or

response to visual artworks.

 Students understand how light interacts with different objects and creates

shadows and are able to show that understanding when recreating those

shadows and highlights in their work.

 6.1.2.5.1 1.

o Benchmark: Demonstrate the characteristics of the tools, materials and techniques

of various two-and-three-dimensional media for intentional effects in original

artwork

 Showing the tools to use with charcoal drawings and demonstrating how

they work and what outcomes they can produce. And demonstrating

different techniques used with the various tools (blending stick, q-tip,

tissues, vine and willow charcoal, compressed charcoal, white charcoal,

and powdered charcoal.

 6.2.1.5.1 1.

o Benchmark: Create original two-and-three-dimensional artworks in a variety of

artistic contexts.
  Have the students for their final assignment create their own original piece

with charcoal.

Station 2:

Watercolor Painting Station:

 Description: Learn how to paint with watercolors by making a watercolor painting of

your choice.

 Materials Provided to You: Watercolor paper, watercolor brushes of various sizes,

watercolor palette, water, water cups, paper towel, salt, pipettes, apron, pencils, and

erasures.

 Instructional Materials Provided to You: Color Wheel, Color Posters such as light vs.

dark or bright vs. dull colors and how to get them, water color technique posters, books

on various artists who use watercolor and bookmarked on important pages, posters on

types of brushes and their uses, and clean up posters.

 Final Project: Create a piece of your own choice using watercolor as the medium. With

final artwork include an artist statement with the mentions or why you chose what you
 created and the process of using watercolor paint and what were the challenges you faced

while creating this piece. And if you could redo it what would you change.

 Critiques: Students must display their final artworks and give helpful criticism and

thoughtful commentary to each of their peers artwork. After critique students will do a

quick self-evaluation on how their crit went, what they thought was helpful, what they

learned, and what they thought was not helpful and why.

Boot Camp:

 Brief introduction into Watercolor Painting which includes a slideshow on what water

color painting is, forms of which watercolor paint can come from, types of brushes and

their uses, techniques of using shading and value with color, and artwork references of

multiple pieces of art.

 A demonstration of watercolor painting, how to correctly dip your brush into the water

cup and into the paint pan to get the most color on the brush. How to shade using

different colors or by using different types of washes. Show different painting techniques,

the functions for different brushes, and the different kinds of watercolor paints and what

they are good for.

 Give the students 15-20 minutes to grab their own materials and start playing around with

the watercolor paints and do a small polaroid sized sketch with the watercolor paints to

see how many students are okay at the medium and who need more help with the

medium. So I can focus more on that one on one demonstration for those who are

struggling.
  Materials needed for Demonstration: Watercolor paper, watercolor brushes of various

sizes, watercolor palette, water, water cups, paper towel, salt, pipettes, apron, pencils, and

erasures.

 Goals for Boot Camp: Students can produce satisfactory results with using watercolor

paints as a medium. They have a good comprehension on painting techniques and the

uses for each type of brush. And are able to produce decent light vs. dark ratio with the

paint.

Standards:

 6.1.1.5.1 1.

o Benchmark: Analyze how the elements of visual art including color, line, shape,

value, form, texture and space are used in the creation of, presentation of, or

response to visual artworks.

 When presenting the information of what watercolor painting is, I will

show different artists such as Georgia O’Keeffe, Paul Klee, and Thomas

Moran to show a full spectrum of how watercolor can be used in art.

 6.1.3.5.1 1.

o Benchmark: Compare and contrast the connections among visual artworks, their

purposes, and their personal, social, cultural and historical contexts, including the

contributions of Minnesota American Indian tribes and communities

 In the watercolor presentation I will have other artist mentions such as

Julie Buffalohead a Minnesota artist who explores Native American

 Themes she was raised with in her art and uses watercolor as a medium.

And Jim Denomie who is an Ojibwe painter. And has a colorful and

comedic approach to US and Native American history. And uses oil,

acrylic, and watercolor as mediums.

 6.2.1.5.1 1.

o Benchmark: Create original two-and-three-dimensional artworks in a variety of

artistic contexts.

 For final assignment have students create a piece of their own choice using

watercolor paint for the medium

 6.2.1.5.3 3.

o Benchmark: Develop an artistic statement, including how audience and occasion

influence creative choices

 With their final assignment students must also do an artist statement of

what their piece means and why they chose to do it. And their process

working with a new medium and what they would improve if they could.
Station 3:

Printmaking Station:

 Description: Learn how to do printmaking by making a print of your own artistic choice.

 Materials Provided to You: aprons, newspaper to cover station for easy cleaning, ink of

various colors, cookie trays for the ink, soft rubber brayers/paint rollers, construction

paper, manilla paper, cartridge paper, newsprint, fabric, sponges, rags, towels, water,

brushes, linoleum cutters, heavy duty gloves, safety glasses, etching inks and intaglio

Inks, etching plates, etching and intaglio tools, and etching presses.

 Instructional Materials Provided to You: Posters on printmaking tools and how to use

them, posters on safety when using tools, posters on various techniques when doing

printmaking, books on printmaking with important pages bookmarked, and clean up

posters.

 Final Project: Create at least 10 prints of your own choice. With final artwork include an

artist statement with the mentions or why you chose what you created and the process of

printmaking and what did you learn or find helpful when making this piece, and what

were the challenges you faced while creating this piece. And if you could redo it what

would you change.

 Critiques: Students must display their final artworks and give helpful criticism and

thoughtful commentary to each of their peer’s artwork. After critique students will do a
 quick self-evaluation on how their crit went, what they thought was helpful, what they

learned, and what they thought was not helpful and why.

 Goals: Understands the steps when making a print and why its important to do them right.

Understands how to do different shades and values on a print. And is comfortable with

doing printmaking as an art medium.

Boot Camp:

 Brief introduction into Printmaking which includes a slideshow on what printmaking is,

different kinds of printmaking, tools and what they are used for, various techniques,

styles and methods of getting different types of shading and value, and references of

multiple pieces of art.

 Safety Demonstration for the tools used in printmaking, show why its important to wear

the necessary protection. How to properly etch a plate and how to properly clean the

plate. Give the students the information of what etches the plate and what it can do to

your skin if you are not careful. And when using the printing press, what to be aware of

when using it and how to be careful.

 Show a demonstration of the various ways to do printmaking, how to do block printing

and etching and intaglio. Show the various steps and why they are important, show how

to get different values and shading in a print and the different techniques on how to do so.

Why different kinds of paper are important for different kinds of printmaking, why it is

important to soak your paper in water, how to effectively wipe ink off your plate, etc.

 Give the students a quick 5-minute comprehension quiz to see if I need to go more in

depth with the printmaking process. Or if I need to work more one on one with each

student.
  Materials needed for demonstration: aprons, ink of various colors, cookie trays for the

ink, soft rubber brayers/paint rollers, construction paper, manilla paper, cartridge paper,

newsprint, fabric, sponges, rags, towels, water, brushes, linoleum cutters, heavy duty

gloves, safety glasses, etching inks and intaglio Inks, an etching plate, etching and

intaglio tools, and an etching press

 Goals for Bootcamp: Students understand the process of printmaking and are comfortable

with using all the tools and doing the steps of making a print. Students can make a print

with some depth to it, having value and shading.

Standards:

 6.1.2.5.1 1.

o Benchmark: Demonstrate the characteristics of the tools, materials and techniques

of various two-and-three-dimensional media for intentional effects in original

artwork

 During Bootcamp I will show and demonstrate the various tools used

withing printmaking a will make a point of why they are used and what

helpful uses they have within the process.

 9.1.1.5.4 4.

o Benchmark: Apply understanding of the health and safety issues related to

creating in art

 Before the demonstration I will go through the various safety concerns

that are part of the printmaking process and the seriousness of the dangers

of the chemicals that are used in etching and intaglio printmaking. And to

be careful with the tools when etching and/or carving on a plate/block.

 9.1.2.5.1 1.

o Benchmark: Integrate the characteristics of the tools, materials, and techniques of

a selected media in original artworks to support artistic purposes

 Students will have a variety of resources, tools, materials, and techniques

to use when creating their own print. And will have a brief knowledge and

helpful posters and books around the station to help them with the process.

 9.3.1.5.1 1.

o Benchmark: Present, exhibit, publish or demonstrate collections of artworks for

different audiences and occasion

 During critique students must hang up their artwork in front of their peers

and present their work in front of the them explaining their piece, and the

challenges they faced when creating the piece. And after critique the

students will be able to hang up their artwork in a hall of the school along

with their written artist statement.

 9.3.1.5.2 2.

o Benchmark: Revise presentation based on artistic intent and using multiple

sources of critique and feedback

 Students will have a reflection at the end of the critique on what they

found helpful from their peers, what was mentioned that they didn’t think

of when creating the piece, and what wasn’t helpful and why.