NAME

The Unit Organizer 4 BIGGER PICTURE DATE

Civil Discourse through Art

2 LAST UNIT /Experience CURRENT UNIT 3 NEXT UNIT/Experience
1
Renaissance Etching German Expressionism Pop Art
8 UNIT SCHEDULE 5 UNIT MAP

1/8 History of German Composition and

Expressionism Personal Related to Voicing social concerns tone to describe
Experience through visual expression social tension
1/10 Research a topic
from the time period
Written proposal using
1/11
including personal
experience
by Narrative and
1/14 Demo + use of social commentary
Materials

1/15 Sketches Due

1/16 Begin Painting Understanding

1/23 In-progress Critique historical
connections
1/30 Group Critique and
Discussion

6
UNIT SELF-TEST

1.How can expressionist techniques be applied to express social concerns? ART.VA.III.HS.2 Consider
QUESTIONS

2.Consider 3 social concerns that exist today by comparing them with social issues being faced

RELATIONSHIPS
by citizens in Germany during the Expressionist period. ART.VA.IV.HS.3 Analyze
3.Analyze and describe the formal characteristics of Expressionism. ART.VA.III.HS.3.

UNIT
4.Describe the functions and explore the meaning of expressionist art. ART.VA.IV.HS.2 Describe
5.Analyze the impact of visual culture on civil discourse. ART.VA.V.HS.7
7 Apply
 Civil Discourse through Art

Voicing social concerns

through visual expression
Personal Experience Composition and tone to
using describe social tension
Narrative and
social
commentary
Narrative
Understanding
historical connections
and
social commentary
Artist 1 Artist 2
Max Beckman - Rudi Feld -
The Way Home The Danger of
Death of a loved one Bolshevism

Anxiety and sadness My grandfather

Fear of mass shootings filled the room of had COPD which
my Grand-parent’s was most likely
Being unemployed house after the caused by his
death of my exposure to
Grandfather. asbestos during his
Living in poverty service in the
Navy.
Seeing riots in the news

How do social concerns in Germany during the expressionist period relate to personal experiences in your own life? (ART.VA.III.HS.5)
 Key Topic
The FRAME Routine Visual Narrative
is about…

Creating a message or statement through visual elements

Main idea Main idea Main idea

Color Movement Emotion
Fig.2
Essential details Essential details Essential details
Fig.1
Terms
Tone, Hue, Value, Contrast, Intensity Line, composition, form, figure. Perspective, distortion, mood, tension

Uses Colors can be used to emphasize specific Used to represent physical movement or Can be used to express abstract
Elements of a composition and/or to to direct the viewer’s eye. It can also be feelings that aren’t necessarily
Create an emotional tone. used to express emotion. inherently visible.

Creates an interaction between subjects

Fig. 3
How it Intense colors represent intense emotion Gives visual cues that reinforce narrative
connects Muted tones create a solemnness. and objects or environment. Can help to elements.
Contrasting colors can create focus. express actions in progress.

Fig. 2: In the scream, the direction of the Fig. 3: The distortion of the figure
Fig. 1: The intensity of the the tiger is
lines create a psychological movement exaggerates movement, while the
Example emphasized, contrasted by the dark
representing a sense of anxiety. expression on her face seems calm. This
blues, greens and reds.
creates a sense of tension.

So What? (What’s important to understand about this?)

Creating a narrative can help to get your message across to the viewer. It can
make your work more relatable and represent a clear purpose.
 Word Mapping: MAPS
Tension Composition

Tens ion Com posit ion

Stretch, strain Condition or action With, together Place, put, settle Condition or action

The action of stretching or straining. The act of putting things together.

the act of stretching or straining. the act of combining parts or elements to form a whole.

Intensity Emphasis

intens ity Em phasis

existing or occurring in State or condition To cause to be in An act of being
a high or extreme degree

The state of existing in an extreme degree To cause to be in an act of being

Having great energy Something that is given great stress or importance

 The LINCS Table
1 Term 4 LINCing Story 5 LINCing Picture 2 Definition

Perspective The The representation

of objects in
Three dimensional
three-dimensional
3 Reminding Word objects made the flat space on the
space look deep. two-dimensional
Space surface of a picture

1 Term 4 LINCing Story 5 LINCing Picture 2 Definition

Expression The look on his

Face pressed The process of making
known one's thoughts
3 Reminding Word
The point of his or feelings
Feelings.
Press

1 Term 4 LINCing Story 5 LINCing Picture 2 Definition

Abstraction The horses are seen

Art that does not attempt
to represent an accurate
In action, but they depiction of a visual
Don’t look like reality but instead use
3 Reminding Word
shapes, colours, forms
Horses.
action and gestural marks to
achieve its effect.

1 Term 4 LINCing Story 5 LINCing Picture 2 Definition

Figurative Any form of modern art

The human figure on that retains strong
The canvas seemed references to the real
3 Reminding Word Real. world and particularly to
the human figure
figure
 Name: ________________________________________ Date:_____________________________ Hour:__________________________

Curriculum Based Measurement

Unit: German Expressionism
Directions: Match the following terms to their definitions. Every definition is to be used only once but not every definition will be used
(10 points)

A. Artwork where objects have been changed or modified so they no longer look realistic 1. _____ Tension
2. _____ Figurative
B. the principle of design that is concerned with dominance; the development of a main idea or center of interest.
3. _____ Narrative
C. The arrangement of the elements of art and the principles of design within a given work of art. 4. _____ Expression
5. _____ Composition
D. The property of color that refers to the brightness or dullness of a color; how pure the color is. 6. _____ Contrast
7. _____ Emphasis
E. A system of representing three-dimensional objects on a two-dimensional surface, giving the illusion of depth.
8. _____ Intensity
F. The lightness or darkness of tones or colors. 9. _____ Perspective
10. _____ Abstraction
G. A design principle that emphasizes differences between the art elements.
H. A spoken or written account of connected events; a story.
I. A balance maintained in an artistic work between opposing forces or elements.
J. A principle of design used to create the look and feeling of action and to guide the viewer’s eye.
K. A form of modern art that retains strong references to the real world and particularly to the human figure.
L. The process of making known one's thoughts or feelings.
 Curriculum Based Measurement
Unit: German Expressionism

Answer Key

1. I.

2. K.

3. H.

4. L.

5. C.

6. G.

7. B.

8. D.

9. E.

10. A.
Paint a picture of meaningful ideas.
Prepare with research
Analyze themes and ideas
Identify connections to personal experience
Narrate your ideas
Take time to evaluate your progress
RATIONALE:
There is more to art than just making a pretty picture. For as long as art has been around, artists have used a lot of different resources in
their work. Artists find inspiration in the past or the present. Another important part of making art is to give it a meaning using personal
thoughts and experiences. Artists use reference images of objects, people and art. It can also be helpful to work from people and things that
are right in front of you. An effective work of art tells a story even if it is abstract. Looking at modern life or history can make a work of art
more meaningful. It’s also useful to develop your own thoughts and analyze your feelings through questions and problem solving. Critical
thinking processes in art can be used in many daily situations and in the classroom. It’s important to take time to ask questions, seek
answers, and solve problems creatively. It helps us better understand why we make art and how it relates to the world we live in.

STANDARDS:
ART.VA.II.HS.8 Explore social and global issues through the application of the creative process. (21st Century Skills: III.7, III.8, III.9, III.10)
ART.VA.IV.HS.3 Analyze the correlation between art, history, and culture throughout time. (21st Century Skills: I.6, III.1, III.2, III.7, III.8, III.9,
III.10)
ART.VA.IV.HS.4 Use knowledge of art and design history to inform personal artwork. (21st Century Skills: I.1, I.3, II.5, II.7, III.3, III.7)
ART.VA.II.HS.4 Apply knowledge and skill to symbolize the essence of an idea. (21st Century Skills: I.1, I.6)
ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process. (21st Century Skills: I.4, II.7, III.3,
III.4)
1. Prepare with research
Description: When preparing to make a work of art, even when you have a firm idea of what you want to do, it’s good to do
research. Look for artists that match your topic. Look for news articles or history that might strengthen your ideas. Print out or
save images and quotes for inspiration. Look at how your topic relates to other cultures.

Example: I like the idea of how colors relate to each other. I found an article online describing how some colors mean
different things in different countries. I found another article about the history of color pigments. I found 2 artists who work
with how colors relate to each other.

Mark Rothko – Orange and Yellow Josef Albers - SERIGRAPH PRINT I-S VVII
2. Analyze Themes and Ideas
Description: After doing research on a topic, it’s important to analyze different themes and ideas in the work that other
artists have done. What was going on in the world at the time? What were other artists thinking about? What are some
big ideas you might recognize?

Example: Mark Rothko wanted to create a sense of warmth with his colors. He didn’t want to distract the viewer with
figures or objects. He created a sense of silence in his work. In the 1960’s many artists tried to break free from obvious
meanings. Simple shapes and colors were used to express ideas.

Kenneth Noland - Shoot (1964) Donald Judd - Untitled (1968)

3. Identify Connections to personal experience
Description: Connecting a topic to personal experience can help to create deeper meaning. How might themes
and ideas explored through research connect to personal experience? Are there any thoughts or beliefs you
might have that are similar? Can you recognize any of those themes or ideas in your everyday life?

Example: Sometimes the colors I choose to use when I’m working on a painting relate to my mood. I’ll do the
same thing with the colors I choose to wear sometimes. I recognize the way I feel about colors is connected to
cultural meanings.

Picasso’s Old guitarist uses the color blue to express a sad mood.
4. Narrate your idea
Description: Every work of art tells a story. There’s always some idea under the surface. Sometimes the narrative can be in the
process of art, like what materials you use or how you collect them. Sometimes the process of is part of the story behind it. Othe
times, you can express a mood or create a relationship between objects and figures to tell a story.

Example: I cut up pieces of different colored fabric from old clothes that I don’t wear anymore. I cut the pieces into different
sizes and shapes based on the mood they represent. I thought about how much of an emphasis I wanted that mood to have in
the composition. I thought about the distance between the moods and how they could be connected. I was inspired by artists
like Sara Sines and Karin Olah.

Sara Symes - Abstract Mountain landscape No.4 Karin Olah - Untitled

5. Take time to evaluate your progress
Description: Making a work of art can be exciting and fun especially if you have an idea that interests you. It’s
easy to get caught up making and lose focus on the whole composition. Most famous artists spend a lot of time
planning their work, laying it out, sketching, adjusting over time. It’s important to move back from your work
every now and again to look at the entire piece to make sure things are turning out the way you would like.
Example: I laid out my fabric pieces on a large canvas. I started to arrange them to suit my idea of expressing
mood. Before I started stitching the fabric in place, I moved back to make sure everything looked good and I was
satisfied with the composition.

John Singer Sargent – An Artist in his Studio