Objectives and Visual Key Teaching Strategy Activities Lesson 1 Imagine You Are EdWard 2 Hours & 30 Minutes PLO’S Perceiving/ Responding Experiencing With Different Materials, Technologies, and Processes Demonstrate a willingness to try unfamiliar materials and processes and Adapt familiar materials for unfamiliar uses IB Key Concept: Change Introduction: Overall view of the unit. Expectations, Rubrics and assessments Showing of the sculptures and Show the trailer video of Edward Materials: Fabrics, Pen, large sheets of papers, Long wood sticks, Small pencils, Plastic bands. Handouts Sculpture, art, performance art, Installation, sound and light, 3D art, Cultural bodies, Instruments, and art materials and processes, Edward challenge, limitations of the body, problem Solving. Teacher and students will be introduced to each other. Teacher will also show a trailer video of Edward in YouTube. Teacher will introduce the fun project of working with the Students are engaged in a series of art activities in they draw with approaches and materials such as drawing with their toes and very long wood sticks. Some students draw with closed eyes and experience the challenge of art making Students will be assessed on their and There is a time at the end of the class that students reflect on their own work, experience and also the works of their peers. Students will express what they Scissorhand
Why we make sculpture? Expanding Our Senses Working with the limitation and expansion of our bodies limits of body. through limits. have learned from this Objectives Materials and Visual References Key Vocabulary Teaching Strategies Activities Assessment Formative Summative Lesson 2 Zoom In Your Body 2 hours& 30 min PLO: Image development and design strategy (Perceiving/ Responding) Analyze the relationship between the form and the function of particular 2D and 3D images IB Key Concept: Change Camera, Images of my works, visual samples. Pencil, paper in sizes 4x 4. Hand outs of the overall project, rubrics Close Up, tonal values, hatching, illusion, volume, contrast, 3D art, details, Identity, Culture, Self Expression, Integration, Collaboration, Dialogue, Open Minded, International Mindedness Teacher will introduce the project, rubrics and Assessment Teacher will help students to take photos of the details of their bodies or the object of their interest and choose one detail for their work in size 4x4 inches. Teacher will divide students in groups of two and will explain that the detailed drawing of each student should be in Students will take photos of the details of their bodies or object of interest Students will pick one of the details and draw the detail in the frame lines (Square) of 4 x 4 inches. Each detailed drawing of each student should be in dialogue with the work of the other student. Students Students’ engagement and Participation is assessed. Students will be assessed on their drawing skills in creation of the sense of volume in 2D art and also on their collaboration, Students will receive formative assessment during studio time..
dialogue with the work of the other student. Teacher will have a demo of the shading, hatching and creating volume in 2D art. decide in pairs on the drawings and will start their drawing of the details. They will Pay attention to the proportions and volume in their detail drawing. Objectives Materials and Visual Key Formative Zoom Out Your Body 75 min PL0: development and Design strategy Analyze the relationship between 2D and 3D. Integration, Critical analysis of their works, feedback IB key Concept: Change IB related concept: Composition Short Video for introduction Thick Cardboard, glue, threads, copper or colorful paper, any other materials that can be used as collage material for integration Integration, Values, Continuity, Overall Composition Collage, Teacher will talk about the overall and integration of different images together. Teacher will do a little demo by the elements of integration All students work together; think about an overall of all these little drawings. They print one copy of their work for next project They will Collage all their original little drawing by the elements of integration such as Line weight, Students will be assessed based on their participation. All the finished art works will be assessed in class based on the 2D art skills, volume, shading and hatching techniques. Students are also assesses based on the sense of Illusion that they have created. ,
similar tonal values or of a texture or form. Objectives Materials And Visual References Key Vocabulary Teaching Strategies Activities Assessment Summative Formative Lesson 4 Printing and Pressing 75 min PLO: Visual Elements and Principles of Art and Design: Perceiving and Responding, Developing the Skills, Transition from 2D to 3D art IB Key Concept: Change 30 Wood Frames, Each 4x4 Inches are made previously in woodshop by the art teacher, Clay, Pottery Tools, Wood Sticks, Apron, Fabrics, Plastic bags, spray waters, rollers, hand outs of the overall project, rubrics and assessments, Visual images of the project Relief: is a sculptural technique. The term relief is from the Latin verb relevo, to rise. To create a sculpture in relief is to give the impression that the sculpted material has been raised above the background plane. Teacher Will the technique of Relief in sculpture and have a demo on making slabs and cutting and pressing the slab in the wooden frames. Teacher will talk about the preserving the work in progress and clean up procedures Students work individually on work; They will press the slab of clay in their molds and work on their relief. They will transfer their previous detailed drawings on the surface of their clay. Students are assessed based on their class participation and engagement.
Assessment engagement Objectives Materials & visual Key Strategy Formative Summative 5 Relief 75 min PLO: Compare the expressive and Physical qualities of a selected element as employed in a variety of materials IB Key concept: Change IB related Concepts: Expression, Representation Wooden Molds, Clay, Pottery tools, Apron Relief, clay, components Clay Teacher will have a demo again on making relief and reviews the criteria of criteria of a Relief artwork for the students. Students will continue working on their relief Students are assessed based on their engagement with the project, attention to details, volume and surface of the clay. Objectives Materials & Visual Key Teaching Strategy Activities Formative 6 Shining the Faces 75 min PLO: Visual Elements and Principles of Art and Design: Compare the expressive and Physical qualities of a selected element as Video Image, Clay, Pottery tools Bisque, Different Clay Bodies, ceramic Kiln, firing Teacher will show a short video of a Sculptor on YouTube, Teacher will talk about the Bisque Students watch the video and listen to the teacher’s As a fun activity, Students can make Students will be assessed for their class and teacher will hand in
employed in a variety of materials. With a variety of technologies, through a variety of processes IB Key Concept: Change In this session and firing the tiles. Teacher will ask students to come up with an idea for their some thing in clay that is very personal and small size for themselves such as a wristband, necklace, and ring. sheets to the students to reflect on their own works. Formative assessment and feedback by teacher Objectives Materials and visual Key Vocabulary Teaching Formative Summative 7 Let’s Finish the faces of our tiles 75 min PLO: Materials, Technologies, and Processes: Evaluate the skills and techniques associated with the use of particular materials and processes in a given work IB key Concept: Change Bottles of Glazes in different colors, brushes, sponges, handout for glazes Glaze, Firing, ceramic different clay bodies and Glazes. Teacher will demo the glazing techniques and painting ceramics as the second option. Students can select one option Students will observe the demo and then start wiping their tiles and glazing their works. Students in-group have the 2nd option of painting their tiles Students will be observed for their class participation and attendance. Students will be assessed on their Teacher will give constructive feedback on the student’s works during studio time as formative assessment. .
Objectives Materials & Visual Key Vocabulary Teaching Strategy Assessment Formative Summative 8 We Are All of the Same Clay 75 min Develop the analytical and Critical Skills in art criticism. Compare the expressive and Physical qualities of a selected element as employed in a variety of materials. With a variety of technologies, through a variety of processes IB key Concepts: Change IB related Concepts: Video of a artist, wood Structures, Frames, Tile glue. Thin Copper plates Installation, Dialogue. art, Sound and light installation, Globally minded, citizen of the world, social justice Teacher Will show some images of the installation as arts in the domain of sculpture. Teacher will introduce adding the elements of light or sound to the installation and if students have any idea for using extra Students watch the images and then in the If most students agree on a specific music or editing some music, one or two groups of students work on the sound. Handouts of Summative Assessment of the unit will be handed in and discussed in the class by teacher and students. All class participates in art critique and ,
Expression Composition elements like wire or copper to their they make it happen. Students and teacher will install the work together Calendar of the dates: Based on King George School Calendar, Grade 9-10 Course: Art (Transition from 2D to 3D arts) February Monday 23 Day 2 12:30-3:00 Tuesday 24 Day1 8:30-11 Wednesday25 Day 2 12:30-3:00 Thursday 26 Day 1 8:30-11 Friday 27 Day 2 Lesson one: Introduction and Unconventional approaches in Art Making Art 9/10 Lesson one: Introduction and Unconventional approaches in Art Making Art 9/10 Lesson Two: Zoom In Your Body Lesson 2 Zoom In Your Body Lesson 3 Zoom Out Your Body March March 2 Day 1 8:35-9:50 March 3 Day2 1:48-3:03 4 Day 1 8:35-9:50 March 5 Day2 1:48-3:03 March 6 Day1 Lesson 3 Zoom Out Your Body Lesson 4 Introduction of 3D art and Relief Lesson 4 Introduction of 3D art and Relief Lesson 5 Working Session Lesson 5 Working Session March March 23 Day 2 1:48-3:03 March 24 Day 1 8:35-9:50 March 25 Day 2 1:48-3:03 March 26 Day 1 8:35-9:50 March 27 Day 2
A short video of a contemporary artist will be presented in the beginning to get the students excited about the project. Preparation and supplies: List of Supplies/Equipment Needed: Camera, printer, drawing papers and tools Preparation Steps: When: Done: - Purchase supplies - Gathering resources (images) - Camera - Set up the papers and materials -Check the printer and Computers - At a day before the class -Before class -Before and during class P P P Activity: Time: 2 hours and 30 min Outline of Steps in class Points to be Discussed During the Class (Narrative): 12:30-12:50 (20 min) 25mins (12:50-1:15) 1 Hour and 30 minutes (1:15-2:45) 10 min Introduction/Hook/ Motivator Presentation Demonstration and Teacher’s activity Studio Time Teacher will show a short interesting video for warm up activity and then some sample images of her drawing works Teacher will introduce the project, rubrics and assessment. Teacher will help students to take photos of the details of bodies and choose one detail for their work in size 4x4 inches. Teacher will divide students in groups of two and will explain that the detailed drawing of each student should be in dialogue with the work of the other student. Teacher will have a demo of the shading, hatching and creating volume in 2D art. Students will look at the mirror and select a detail of their face to take a photo and then draw it. Each student also will talk with another student to find a dialogue or connections between their detail drawings. Students will be asked to think about their selection for the drawing. Students will start their drawing of the detail inside the frame lines of a square (4x4 inches).