ArtEducationWorkshopLessonPlan:ART135

Performing/Presenting/Producing

Group1
PattieSchleicher&JoAnneLewisYoung

StudentswilldesignadetailedMediaandTechniquesWorkshopandLessonPlanforcollegejuniorsandseniorswithlimitedtomoderateexposureto
(1)

painting/drawing

TheLessonwillbeinspiredbycoursecontentrethehighschoollearner:pedagogicalchoices(Patterson,2011,p.6);specialeducation(Gerber&Guay,2007);
practiceandtheory(Bird,2012);keyideas,techniques,culturalcontexts,andcreativeinspiration(Parks,2015,p.4);andassessment(Beattie,1997).

LessonTitle:PaintingandDrawingUnit

Medium:CharcoalandWatercolor

BigIdea:
Value

LessonOverview
(3completesentences)
:Thislessonintroducestwomediums,charcoalandwatercolor,tobeusedtocreateafinishedworkofart.Studentswillbetaughthowto
shadeandapplyshadingtoavaluescale.Watercolorswillbeusedtoaddcolorandtonetoartwork.

ThisisimportanttoSslivesbecauseitteachesthemhowlightandshadowisappliedtoa2ddrawingtomakeit3d.Show/Identify,throughexamples,tostudentsthevalueoflightand
shadowtoourperceptionandhowunderstandingtheseconceptswillhelpthemtoseetheworldinadifferentway,andaddvaluetotheirlivesbygivingthemgreatertoolsfor
observations.Studentsarealsohavetheopportunitytoreflectonthedifferentcontextualmeaningsofvalue,andhowtheirspecificartmediums/processcanaffecttheoverall
aestheticvalueoftheirartwork.
KeyConcepts
(34)
:Whatyouwantthestudentsto
know
.
1. Sswillbeabletodefinevalueandreflectonits
connotationswithinandoutsideofart.
2. Sswillbeabletocreate3ValueScales,eachwith
differentshadingtechniques.
3. Sswillbeabletothenapplyfull7stepvaluescale
toshadingaSphere,Cylinder,andCube.
4. SswillbeabletoapplyValueandShapetoaplein
airdrawingwithcharcoal.
5. Sswillbeabletousewatercolortocompletea
colortheoryscaffoldingworksheet.
6. Sswillbeabletoapplycolorandtonetoan
artworkwithwatercolor.

EssentialQuestions
(34)
:
1. Whatisvalue,whenthetermisusedinArt?Howdoesthatdifferfromotherdefinitionsofvalue?(DOKlevel
1)
2. Whatmakesanartworkvaluable?(DOKlevel1)
3. "Whatistexture,whenthetermisusedinArt?"(DOKlevel1)
4. Howcandifferenttextureswithinvalueinfluencethefeelofanoverallworkofart?(DOKlevel4)
5. "Wherecanwefindtextureinthisroom?"(DOKlevel1)
6. "Howcandifferenttexturescommunicatevalue?"(DOKlevel3)
7. "Whatisrangeofvalue?"(DOKlevel1)
8. "Canalltexturesshowfullrangeofvalue?"(DOKlevel2)
9. Whendoesart,specificallyvalueandtexture,becomepartofreallife?(DOKlevel4)
10. Howcanaviewfinderhelpyouincreasethevalueofyourpleinairdrawing?(DOKlevel2)
11.
With
subjectmatter
inmind,whereisthevalueinapleinairlandscapedrawing/painting?(DOKlevel3)

12. With
materiality
inmind,whyvinecharcoalandwhywatercolor?Andwhythecombinationofthetwo?What
doesonedothattheothercant?(DOK3)
13. Candifferentmediumsattributetodifferentmonetaryvalues?Whyorwhynot?Doesitmatter?(DOK3)
LessonObjectivesofvisualartcontentarea:

Whatyouwantthestudentsto
do.
1.SWBAT(A)match(B/1)shadingscale(C)demonstratedbyteacherastheyfollowalong(D)
2.SWBAT(A)identifypatterns(B/2)withindrawingandshadingtechniquesof(C)threevaluescales(D).
3.SWBAT(A)differentiate(B/3)valuesteps(C)withintheirindividualvaluescales(D).
4.SWBAT(A)apply(B/4)valueconcepts(C)tothreegeometric3dshapes(D).
5.SWBAT(A)create(B/3)apleinairdrawingandpainting(C)usingwatercolorandcharcoal(D).
6.SWBAT(A)differentiate(B/3)betweenthedifferentmeaningsoftheterms
value,tone,pattern,shading,shape,pleinair,charcoal,fixative,andwatercolor
(C)andhowitisappliedin
Artthroughdiscussion(D).
7.SWBAT(A)identify(B/1)howthetermvalue(C)changesbasedoncontext(D).
8.SWBAT(A)defend(B/3)howdifferentmediumscontributetotheoverallaesthetic,meaning,andvalue(C)ofanartwork(D).
Identifyand
define
visualartvocabularythatconnecttotheconcentrationarea(s),ormedium(s):
1.
Value(WithinArt)
Thelightnessordarknessoftonesorcolors.
Value(GeneralDefinition)
theregardthatsomethingisheldtodeserve;theimportance,worth,orusefulnessof
1.0ARTISTICPERCEPTION
something.
2.
Pattern

isanunderlyingstructurethatorganizessurfacesorstructuresinaconsistent,regularmanner.
Processing,Analyzing,andRespondingtoSensoryInformation
3.
T

one

hisreferstothelightnessordarknessofsomething.
ThroughtheLanguageandSkillsUniquetotheVisualArts
4.
Shading

isusedindrawingfordepictinglevelsofdarknessonpaperbyapplyingmediamoredenselyorwitha
darkershadefordarkerareas,andlessdenselyorwithalightershadeforlighterareas.
Studentsperceiveandrespondtoworksofart,objectsinnature,
Shape

Organicandgeometricshapes.Ashapeisanelementofart.Specifically,itisanenclosedspace.
events,andtheenvironment.Theyalsousethevocabularyofthe 5.
6.
C

harcoal
isaformofdry

artmedium
madeoffinelygroundedorganicmaterialsthatareheldtogetherbya
visualartstoexpresstheirobservations
.
gumorwax
binder
;whichcanalsobeproducedwithouttheuseofbindersbyeliminatingtheoxygeninsidethe
materialduringtheproductionprocess.
ImpactofMediaChoice
7.
Watercolor

apigmentthat,whenusedwithwaterasamedium,createsatypeofpaint
8.
F

ixative

liquidpreservativeappliedtoartwork,suchaswatercolorpaintingsorcharcoaldrawings
1.5Analyzethematerialusedbyagivenartistanddescribehow
9.
PleinAir
isaphraseborrowedfromtheFrenchequivalentmeaning"open(infull)air"
itsuseinfluencesthemeaningofthework
10.
Hatching

isanartistictechniqueusedtocreatetonalorshadingeffectsbydrawing(orpaintingorscribing)
1.6Describetheuseoftheelementsofarttoexpressmoodin
closelyspacedparallellines.
11.
CrossHatching

Whenlinesareplacedatanangletooneanother,itiscalledcrosshatching.Hatchingis
oneormoreoftheirworksofart.
especiallyimportantinessentiallylinearmedia,suchasdrawing,andmanyformsofprintmaking,suchas
engraving,etchingandwoodcut.
2.0CREATIVEEXPRESSION
12.
Scumbling

isanartistictechniqueusedtocreatetonalorshadingeffectsbydrawing(orpaintingorscribing)
Creating,Performing,andParticipatingintheVisualArts
closelyoverlappingsmoothorganiclines.
Studentsapplyartisticprocessesandskills,usingavarietyof
13.
Acrylicpaint

isafastdryingpaintmadeofpigmentsuspendedinacrylicpolymeremulsion.Acrylicpaintsare
NationalCoreArtStandards:VisualArts(4):
Pleaselistnumber
anddescriptionofAnchorStandard.

mediatocommunicatemeaningandintentinoriginalworksof
art.
Skills,Processes,Materials,andTools
2.1Solveavisualartsproblemthatinvolvestheeffectiveuseof
theelementsofartandtheprinciplesofdesign.

4.0AESTHETICVALUING
Respondingto,Analyzing,andMakingJudgmentsAboutWorksin
theVisualArts.Studentsanalyze,assess,andderivemeaning
fromworksofart,includingtheirown,accordingtotheelements
ofart,theprinciplesofdesign,andaestheticqualities.
MakeInformedJudgments
4.3Formulateandsupportapositionregardingtheaesthetic
valueofaspecificworkofartandchangeordefendthatposition
afterconsideringtheviewsofothers.
4.4Articulatetheprocessandrationaleforrefiningand
reworkingoneoftheirownworksofart.
4.5Employtheconventionsofartcriticisminwritingand
speakingaboutworksofart.

watersoluble,butbecomewaterresistantwhendry.
14.
Temperapaint
i
sdefinedaspaintthatconsistsofdrypigmentandaglutinouswatersolublebinder,usually

sometypeofsizing.Thiscouldrefertoseveraltypesofpaints,includingeggtempera,madewitheggyolks,aswell
ascaseinpaints,whicharemadewithmilk.
15.
Oilpaint

apastemadewithgroundpigmentandadryingoilsuchaslinseedoil,usedchieflybyartists.

CaliforniaCommissiononTeacherCredentialing(CCTC)
(20032004/2010)
(35)
:SubjectMatterRequirementsfor
ProspectiveArtTeachers
http://www.ctc.ca.gov/educatorprep/standards/SSMPHandboo
kArt.pdf
ContentDomains(pp.2329):
Pleasecheckallthatapplyandadd
number,letter,anddescriptionofapplicablebenchmark.
_
X
_Domain1.ArtisticPerception1.5,1.6
X
Domain2.CreativeExpression2.1
___Domain3.HistoricalandCulturalContextoftheVisualArts
_
X
_Domain4.AestheticValuing4.34.5
___Domain5.Connections,Relationships,andApplications
___Domain6.HistoryandTheoriesofLearninginArt

Listallmaterialsneededinthecolumnsbelow.
Have
Charcoal
White,pink,andkneaderasers
Watercolorpaper
Watercolor
Brushes
Fixative
Watercontainers

Purchase

LessonActivitiesandProcedures
(Pleasebeveryspecificbyhighlightingvarioustechniquesandmaterials.Also
includeindividualrolesofgroupmembers)
:
1. Reviewreadingwithpairdiscussion.Pairsmustcomeupwithonequestionaboutthereadingtopresent
totheclass.
Students
2. Pairsaskquestionsoftheirpeers.Opportunityforpeerleaddiscussion.Allowsinstructorstoassessthe
depthofknowledgegainedfromthereading.
3. IntroactivityonValueandShading,ActiveSlideshowfordiscussionused.
Pattie
4. Valueandshadingskillbuildingworksheet.
Students
5. Value,materialism,mediumchoicesdiscussedinafreeformbrainstorm.
JoAnneandPattie
6. Introtohowtomakecharcoalinkiln.
JoAnne
7. Guidedinstructiononhowtocreateaviewfinder,andhowitcaninfluencethecompositionandoverall
aestheticofthepleinairdrawing.
Pattie
8. Groupmovesouttopleinairdrawalandscapefocusingonvalueandshape.
9. Viewfindersbroughtoutandquickmodelforhowtousethemtofindacomposition.
Pattie
10. Modelforstudenthowtosketchcompositionfromtheviewfinder.
JoAnne
11. Modelforstudentshowtoaddshadingvaluestothesketchedcomposition.Keytolinkbacktovalue/
shadingworksheet.
Pattie
12. Studentswalkarounddesignatedareasaroundartquadtofindaninterestingcomposition.
Students
13. Studentssketchouttheircompositionsontheirprovidedpaper.
Bothinstructorscirclestudentsand
checkforunderstanding.
14. Studentsapplyvalueshadingtotheirsketches.
Bothinstructorscirclestudentsandcheckfor
understanding.
15. Transitionstudentstoformalargegroupoutsideforfixativedemo.
Pattie
16. Talkaboutwhatfixativeisusedfor,andwhyitisincludedinthecurrentartprocess.
JoAnne
17. Modelhowtoproperlyspraytheartworkinsweepingmovements,startingandfinishingoffofthepaper.
Emphasisgivenonconsistantspeedofsweepingmovementsforevendistributionoffixative.
Pattie
18. Spraycharcoaldrawingwithfixative.
Students
19. Permitenoughtimetoletdry.
Students
20. Transitioninsideforwatercolordemo.
JoAnne
21. Colortheoryreviewed.
JoAnne
22. Identifycolorterminologyandmodelingofinitialpaintingtechniquestocompleteworksheet.
Pattie
23. Studentsreleasedforapplyingwatercolorwashestoartwork.
JoAnneandPattie

AnticipatorySet(beginning;exampleVTS):
**SeeattachedworksheetforValue/Shadingactivity.**

Closure(ending;exampleticketout):
Havestudentswriteajournalentryreflectingonfollowingprompts:

Howhasthe mediums usedinthelessonoverallaffectedthevalueoftheartwork?Didtheuseofaviewfinderaid

orhinderinfindingvalueinyourenvironment?

Whataresomeelementsorresourcesthatyougainedfromtheworkshopactivity?

Howcouldyouimplementthiswithinyourownclassroom?

Whatwouldyouaddorchangetoadaptittoyourownteachingstyle?

FormativeAssessmentstrategy(ofassignedreadingsfromBird
andParks
)
:

BirdReadings:
Landscapepg48,Watercolorpg116,
Oilpaintpg62,ScenesofDailyLifepg156

ParksReadings:
BrushTechniquespg30,
Drawinglanguagepg66,ColorasLightpg38,Colortheorypg42,
Compositionpg44.

Outsidereading:
Aruth,N.Whatisthevalueofart?
ART21
Magazine.(Seelinkunderresources).

SummativeAssessmentstrategy(studioinvestigations):
Visualassessmentswillbeperformedthroughouttheworkshopinvestigation.Instructorswillbecheckingfor
qualityandconsistencyofshadingtechniques.Instructorswillbecheckinginwithstudentsandaskinghowtheir
individualapproachesaffectthevalueoftheartwork.

Pleaserespondtothefollowingquestionsthoroughlyandincompletesentences.
1.Whatstudent
priorknowledge
willthislessonrequire/drawupon?
Nobackgroundinformationisnecessary,butwewillbeworkingwithcharcoalsoconceptsofpressureandforceoncharcoaltoachievevaluewillbereviewedandused.Wewillalso
discussthedifferencebetweendryandwetmediums.
2.Howwillthislessonallowfor/encouragestudentsto
solveproblemsindivergentways
?
Thislessonbuildscontentknowledgethatstudentscanpullfromtocompletetheirownpleinairpaintinganddrawing.Thedivergenceandfreedomisgivenwithstudentshavingthe
freedomtousevariousshadingandpaintingtechniquestocreatetheirartworkthathasaestheticvalue.
3.Howwillyouengagestudentsin
routinelyreflecting
ontheirlearning?
Studentsareencouragedtoroutinelyreflectontheirlearningintheopeningpeerdiscussionactivity,aswellastheclosingjournalactivity.Studentsalsohavereadingassignedthat
clarifiesandbuildscontentknowledgethroughareflectivewritingactivityforHW.Studentsarechallengedtoaestheticallyvalueanddefendtheirartisticapproaches/methods

throughouttheprocesstoinstructors.
4.Howwillyouadaptthevariousaspectsofthelessonfor
differentlyabeledstudents
?
Notescanalsobeprovidedforindividualswithspecialneedswhohavedifficultywriting.Abreakdownoftiming20minutesmaxcycleofinstruction,and5minutebreakstoprocess
information.Thishelpsthemtobeabletounderstandwhataretherequirementsandhowtheycanapproachassignment.AdaptationforELLstudentsisheavyvisualexamplesand
demonstrationsoftaskwithinmodelingsegmentoflesson.Peerdiscussionsworkonpromotingsocialskillacquisitions,andreinforceorallanguageskillsforallstudents.
5.Whatopportunities/activitieswillyouprovideforstudentsto
share
theirlearninginthislesson?
Duringopeningdiscussionandpeerwriteandshareactivity.
LessonResources/References
(useAPA;pleaseidentify)
:

Caruth,N.(2014,May28).Whatisthevalueofart?|ART21Magazine.RetrievedApril13,2016,from
http://blog.art21.org/2014/05/28/flashpointswhatisthevalueofart/#.Vw5TJSMrKCc

Bird,Michael.
100IdeasThatChangedArt
.LaurenceKing.Print.

Parks,JohnA.
UniversalPrinciplesofArt:100KeyConceptsforUnderstanding,Analyzing,andPracticingArt
.Beverly:Rockport,2014.Print.

UMAINEMuseumofArt.(n.d.).GlossaryofWatercolorPaintingTerms.RetrievedApril14,2016,fromhttps://umma.umaine.edu/files/2013/09/WatercolorGlossary.pdf

VisualArtsCork.(n.d.).PaintingGlossary.RetrievedApril14,2016,fromhttp://www.visualartscork.com/paintingglossary.html

*IncludethisinformationduringthepeerMediaandTechniquesWorkshop.
Somehelpfullinkstonewterms:
Anticipatoryset:

http://www.cultofpedagogy.com/anticipatoryset/
Closure:

http://teaching.colostate.edu/tips/tip.cfm?tipid=148
FormativeandSummativeAssessment:

https://www.cmu.edu/teaching/assessment/basics/formativesummative.html
Reference
Silverstein,L.B.&Layne,S.(n.d.).Definingartsintegration.Retrievedfrom
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf