Plan for Grade: Art I 9-12 mix (mostly 9th & 10th grades)

Visual Arts Content

Focused Lesson Name
1. Metamorphosis
Drawings

2. Two Point Perspective

Cityscapes

3. Tessellation Patterns

4. Armored Animals

Art Element(s)
Principle(s) of
Emphasis
Design Emphasis
Color, Value,
Gradation
Texture, Shape

Line, Value,
Form, Space

Shape, Color,
Space

Form, Shape,
Texture

Proportion, Scale

Rhythm/ Movement,
Pattern

------------

Materials, Tools,
Techniques(s)
Colored Pencil
Techniques:
Burnish, Cross-
Hatch, Blend,
Scratching,
Stippling,
Impressed Line
Original Images,
Prisma Colored
Pencils, Ruler,
Pencil, Paper,
Scratch Sticks

Vocabulary

metamorphosis
(colored pencil
techniques)
analogous colors
complementary
colors
morph

Two-point
perspective
Ruler, pencil,
paper, black fine-
point sharpie,
pencils for
shading
Original image,
grid, pencil,
Prisma colored
pencils, scissors,
drawing paper

perspective
two-point
perspective
horizon line
vanishing points
horizontal lines
vertical lines
tessellation
tessellation
pattern
rotation pattern

Animal drawing,
Aluminum foil,
Cardboard pieces,
X-acto knife,
Rubber cement,
Blow drier, Black
acrylic paint

armored animal
dimension
age-effect

Personal Expression/
Challenge Springboard
Turn an in organic object
into an organic object
through five series of
images.

Must use 3 practiced
techniques.

Create a cityscape using the

two-point perspective
technique.

City must contain all
original
businesses/stores
Create a pattern design
based on a tessellation.

Students can create
tessellation of choice, but
must choose between a
limited number of patterns.
Students will create
armored animals by adding
dimension to original
animal drawings.

Students will build on
animal using cardboard
pieces and cover those

5. Gourd Still Life Portrait Line, Value,

Shape, Color

Contrast

Chalk Pastels,
black paper,
gourds

gourd
still-life

resist painting
warm colors
cool colors

Burnish, Cross-
Hatch, Blend,
Scratching,
Stippling,
Impressed Line

6. Leaf Resist Painting

Color

Harmony, Proportion White paper,

silver or gold
crayon, pencil,
leaves, water
colors,
paintbrushes

textures with foil.

Students will create a still
life which must contain
multiple gourds.

Still life portraits must
contain at least 3 of the
practiced techniques.
Students must create a
resist painting using leaves
they bring in as a guide.

Students must include 8-10
leaves in their paintings.

Paintings must represent
warm or cool colors.

Pre-Service Teachers Name: Kaitlyn Brasher

Plan for Grade: Ceramics I 9-12 mix (mostly 9th & 10th grades)

Visual Arts
Art Element(s)
Content
Emphasis
Focused Lesson
Name
1. Japanese Tea
Shape, Form
Bowls

Principle(s) of
Design
Emphasis
Pattern

2. Design a Shoe

Shape, Form,
Color, texture

Harmony,
Movement

3. Greek Coil
Vessels

Shape, Form

Balance

Materials, Tools,
Techniques(s)

Vocabulary

Personal
Expression/
Challenge
Springboard
Clay, modeling
Pinch, press, paddle, roll, Students must
tools, glazes,
coil, wrap, slip, score, fire, make a set of 3
underglaze, slip,
bisque, bone dry, leather Japanese Tea
brushes, scratch
hard, blend, glaze,
bowls.
paper, pencils,
smooth, damp box, drying
small sponges,
cabinet, drying shelves
Students must
plastic bags
meet height and
width
requirements.
Drawing pencils, Slab, coil, additive,
Students must
tag board,
subtractive, slip and score create a unique
scissors, clay, clay
shoe and a story
tools, glazes,
to go along with
underglaze,
it.
rolling pin

(Teacher uses
Cinderella
example)

Shoe must be
created using
slabs and coils
Heavy card board, Coils, hydria shaped pot,
Students will
scissors, masking krater shaped pot,
create a coil
tape, clay, clay
amphora shaped pot,
vessel that
modeling tools,
Greek key ornament,
contains Greek
sponges, glazes,
meander, symmetry
elements.
underglaze, slip,

brushes
All vessels must
contain two
symmetrical

4. Clay Face Jugs

(Project to be
completed at
very beginning
of year)

Shape, Form,
Color, texture

Rhythm

Scratch paper,
pencil, eraser,
clay, clay tools,
slip, brushes,
glazes, clay
boards, plastic
bags

Wedging, green ware,

leather hard, bone dry,
bisque, kiln, glaze,
underglaze, vessel

5. Relief
Sculpture

Shape, Form,
Color, Value

Unity

Clay, newspaper,
clay modeling
tools, plastic bag,
glazes,
underglaze,
brushes, water
Additive and
subtractive
sculpture
techniques

High relief, Greek and

Roman relief carvings,
Renaissance terra cotta,

6. Dali Melting
Clocks

Shape, Form,
Color

Movement

Clay, clay
modeling tools,
slip, plates (to set
the clocks), glaze,
underglaze,
rolling pin

Salvador Dali
Surrealism
Illusion
Transformation

handles and meet

height and width
requirements.
Students will
create their own
clay face jug.

Every student
must follow the
shown building
method, but must
incorporate their
own facial
aspects.
Looking at relief
sculpture using
Greek and roman
artifacts, students
will design and
create their own
high relief
sculptures.

Students must
use 2 additive
and 2 subtractive
elements.

Students must
show texture in
their designs.
Students must
create their own
Dali inspired
melting clocks.

Students can
either choose

between a height
or a width
requirement.
Students must
have sketches
okd before they
can begin design.

Pre-Service Teachers Name: Kaitlyn Brasher

Plan for Grade: Ceramics II 10-12 mix

Visual Arts
Content Focused
Lesson Name
1. Whimsical
Teapots

Art Element(s)
Emphasis
Shape, Form,
Color, Texture

Principle(s) of Materials, Tools,

Design Emphasis Techniques(s)
Variety

Clay, slip, clay

modeling tools,
kiln, small
sponges,
underglaze, glaze,
painting brushes,

Vocabulary

2. Louis XIV
Ceramic Cakes

Shape, Form,
Color, Texture,
Space

Pattern, Balance,
Unity

Clay, clay
modeling tools,
slip, rolling pins,
potters wheel
(only for
advanced), kiln,
glazes,
underglaze,
brushes

functional
traditional
additive
subtractive
slab/draped
slab
pinch
coil,
contemporary

Baroque style
Rococo style
Collaborative
ceramic piece

Personal
Expression/
Challenge
Springboard
Students must
design a lid,
handle and spout
that are part of an
overall design as
well as function
like a teapot

Must use at least 2
additive methods
and 2 subtractive
methods
Students must
make a cake and a
pedestal plate
that would be
presented to a
King for a specific
event. (birthday,
wedding, success
in battle, etc. )

Must include style
specific
decorative
elements that
were discussed/
researched.
*Scrolls, s-curves,
cartouches,
carved columns,

3. Pop Art
Sculpture

Shape, Form,
Color

Contrast,
Movement

Clay, clay
modeling tools,
scratch paper,
pencils, glazes,
underglaze,
brushes, slip,
sketches to use as
a visual

pun
pop art
visual satire
bi-association

4. Animal
Whistles

Shape, Form,
Color, Texture

---------------

Clay, popsicle
sticks, needle tool,
palette knife,
small ribbon tools,
pencil, newspaper,
stamps
Pinching
technique

ceremonial
items
indigenous
cultures

5. Tree Houses

Shape, Form,
Color, Texture

Pattern, Variety

Clay, clay
modeling tools,
rolling pins,
newspaper, plastic
bags, slip, scratch
paper, pencils,
architecture
handouts

architect

6. Architectural

Shape, Form,

Balance

Clay, clay

Architectural

molding,
attenuated vines,
flowers.
Students must
interpret a phrase
or work in 3-D
making a visual
pun.
Example:
grandfather clock,
church mouse,
bookworm, etc.

Must meet height
and width
requirements
Students must
create a Native
American inspired
animal whistle.

Students must
demonstrate
texture and a
color scheme that
is fitting.
Students will
create an original
clay tree house
incorporating at
least three
architectural
elements
discussed in class.

Must meet height
requirement.
Students must

Relief Sculpture

Color, Texture

modeling tools,
slip, newspaper,
architectural
elements handout,
rolling pins

style
Building codes
Social and
environmental
conditions

choose a piece of
architecture from
anywhere in the
world and
recreate it in
relief form.

Initial slab must
meet size
requirements.

Pre-Service Teachers Name: Kaitlyn Brasher

Visual Arts Content
Focused Lesson
Name
1. Cubism Value
Drawing

Art Element(s)
Emphasis
Value, Line,
Form, space

Plan for Grade: Drawing and Painting 10-12 mix

Principle(s) of
Design
Emphasis
Unity, Harmony

Materials, Tools,
Techniques(s)

Vocabulary

White drawing
paper, drawing
pencils,
transparency
grids, magazines,
Cubist examples

values
repeated
patterns
grids
enlargement
Cubism

2. Turning Text into

Art

Line, Color,
Value, Space,
shape

Contrast, pattern, Drawing pencils,

movement
quill pens, India
ink, drawing
paper, thesaurus,
pictures that
bring an
emotional
response

Composite
Stippling
Pointillism
Thumbnail
sketch

3. American Gothic
Parody Paintings

Space, Shape,
color

Balance,
Proportion

Grant Wood
American
Gothic
paintings

Sketchbooks,
drawing pencils,
acrylic paint,
brushes, canvas,
Grant Wood

Personal
Expression/
Challenge
Springboard
Students will be
creating Cubism
portraits that are
visually complex.

Students must
create a contour
line drawing to
work from.

Students must fill
the entire paper
with values
including both
positive shapes
and negative
background.
Students will
create a pen and
ink drawing
using words to
determine
values. The
words used must
relate to the
overall design.
Students will
create a acrylic
painting on
canvas with an
American Gothic

4. Road Map Relief

Paintings

5. Colored Highlight
Drawing

Color, Line,
Texture

Color, space,
shape, line

Proportion,
Pattern

Contrast

handout

parody

Newspaper,
drawing pencils,
maps, mat board,
toilet paper,
tracing paper,
white glue, acrylic
paint, brushes,
rags, clear acrylic
spray paint.
White drawing
paper,
newspaper,
drawing pencils,
blending sticks,
paper towels, X-
acto knives,
colored paper,
mat board, white
glue

non-objective
art
relief painting
found
composition

highlighting
emphasizing

parody as its
subject matter.

Students must
create a parody
of one of Grand
Woods
paintings. They
can be real
people, fictional
characters, or
brand new
characters.
Students will use
maps to look for
a composition of
lines. Students
will then enlarge
the idea and add
texture.
Students will
create a drawing
in which one or
more areas are
cut out and
colored paper is
placed behind it.

The colored area
should be
emphasized and
the most
important
portion of a
portrait.

6.
Form, space,
Refraction/Reflection value
Drawings

Movement

Bristol Board,
Prisma colored
pencils, glass
object for
reference
purposes

Refraction
Reflection
Transparent
Opacity
Hatching

Students will
capture the
complex systems
of reflections and
refractions that
result from
looking through
glass objects.

Students must
use the hatching
and layering
techniques.

Pre-Service Teachers Name: Kaitlyn Brasher

Plan for Grade: Studio Art 11-12 mix

Visual Arts
Content Focused
Lesson Name

Art Element(s)
Emphasis

Principle(s) of Materials, Tools,

Design Emphasis Techniques(s)

Vocabulary

1. Andy Warhol
inspired
Linoleum Prints

Color, shape,
space

Contrast

Linoleum,
linoleum cutters,
inking plates,
newspaper,
drawing pencils,
rub erasers,
brayers, rulers,
heavy drawing
paper

Block printing
Print making
Andy Warhol
Pop art

2. Hard Edge
Paintings

Line, color, value

Contrast, variety

Cardstock,
masking tape,
magazines, mat
board, drawing
pencils, rulers,
tempera paint,
brushes, mixing
trays

Hard edge
Found
composition
High contrast

Personal
Expression/
Challenge
Springboard
Students will
create a print
using multiple
blocks that
demonstrates an
appreciation for
the works by Andy
Warhol.

Students must
choose a subject
that is easy to
stylize.
Students will use a
section of an ad
lettering in a
magazine of their
choice.

Students will
transfer enlarged
portions of their
designs and finally
paint their new
compositions

Students must
create a
compelling piece
with sharp
contrast.

3. Social Issues
Painting

Line, texture,
color, form, value

4. Charcoal Still
Life Drawings

Line, Value, Space Contrast

5. Victorian
House Prints

Line, Shape, Form Balance, Pattern

6. Ink and
Watercolor

Color, Shape,
Space

Harmony,
contrast,
movement

Harmony

Materials: Student
Choice

Possible
Materials:
Prisma colored
pencil, oil pastel,
soft pastels,
drawing pencils,
paint, etc.
Compressed
charcoal, white
drawing paper,
white chalk,
drawing pencils,
rulers, kneaded
rubber erasers,
spotlight

Social Issues
Political Issues
Composition
High Impact

Students must
choose an issue
they care deeply
about and depict
their social
statement using a
large sheet of
paper.

Still Life
Composition

Drawing paper,
drawing pencils,
pens, pointed
sticks, tape,
scissors, scratch-
foam plates, block
printing inks,
brayers,
printmaking
paper

Victorian
Architecture
Print making
Architectural
patterns

Illustration Board,
watercolor paint,

Students will set

up their own still
life scenes and
create charcoal
compositions.

Students must
create a series of 5
drawings.
Students must
have:
used at
least 7 or
more paper
blocks
an
interesting
outer edge
some
interior
cut-away
spaces
5 or more
different
architectur
al patterns
Students will
create an

cropping

Creatures

quill pens, India

ink

line-leading
value and
lighting
color scheme
Rule of Thirds
Positive and
negative space

illustration of a
creature of their
choice.

Illustrations must
demonstrate a
unified
composition and
show emphasis
by using color.

Pre-Service Teachers Name: Kaitlyn Brasher

Plan for Grade: Studio Art 11-12 mix

Visual Arts
Content Focused
Lesson Name

Art Element(s)
Emphasis

Principle(s) of
Design Emphasis

1. Figure Drawing Line, Shape, Space Balance

Series

2. Your Eye from a ALL

Mirror

3. Pointillist
Paintings

Color, Space,
Value

Harmony, unity
(many different
images turning
into one overall
design)

Materials, Tools,
Techniques(s)

Vocabulary

Large white
drawing paper,
drawing pencils,
rubber kneaded
eraser, visuals,
colored pencil
(optional)

Mirrors, egg,
cultural image,
mechanical object,
container with
text and a logo,
canvas, acrylic
paint, brushes

Contrast, Rhythm Heavy drawing

paper, acrylic

Personal
Expression/
Challenge
Springboard
Students will
Figure
practice figure
Drawing
drawing through
Sketching
the creation of a
Practice
series of sketches.
Discipline

Perspective
Students must
demonstrate the
use of perspective
in all of their
sketches.
Using a premade
Diagonal
design format,
division lines
Non-objective students will
Cultural image create a portrait of
selected objects in
each area of the
template.

The overall design
must be appealing
and unified.

Objects must be
drawn and
painted through
the use of a
mirror.

Students will
Vance
create portraits
Kirkland

paint, dowel rods,

bamboo skewers,
sandpaper, large
cardboard box

Balance, Pattern

Watercolor paper,
Elmers glue,
watercolor paint,
string, tempera
paint or India ink,
drawing pencils,
scissors, hole
paper punch

5. Transferred self Line, color, form,

portraits
value, space

Unity

6. Fashion Design

Pattern

Students choice of
colored media,
drawing pencils,
fine point
sharpies, poster
board, duct tape,
scissors, acetone,
masking tape,
brushes
Watercolor paint,

4. Chinese
Watercolor
Lanterns

Color, Shape,
Space

Shape, Texture

using the stippling

technique. They
will study Vance
Kirkland.

Students must
create a visually
pleasing portrait
that meets the size
requirements.
Students will be
Asian Art
creating
Asian art
watercolor panels
symbols:
that will be pieced
dragon,
together to form
Buddha, Fan,
lanterns.
Fish flowers,

bamboo,
geisha, Mt. Fuji Each lantern must
be centered on
one theme, each
panel should be
filled with a
design, the
background
should be
interesting and
the overall piece
must be clean.
Students will be
Transfer
transferring self-
Acetone
portraits to the
Application
outside of a
Transfer
portfolio and

enhance the image
through the use of
color.
Pointillism
Aborigine art

Center of

Students will be

from Nature

watercolor paper,
visuals of
elements from
nature, brushes,
colored pencils,
drawing pencils

interest
Overlap
Balance line

using nature as an
inspiration to
design clothes.

Students must
create 6 medium
sized designs.