Unit Overview

Grade/Class: 7

Nature- Heather Brown Inspired Landscapes

-Throughout history, artists have interpreted the land in
many different ways. Some have shown the land as a
decorative pattern; others, as a dreamlike vision.
-Artists interpret nature; they depict animals, insects, plants,
and entire landscapes, bringing their own ideas about nature
into their work.
- I can create a stylized landscape that incorporates solid
sections of color divided by line.

Concept: Nature
Concept Question: How do people think about, or interpret, their connection to the natural world?
In what ways do artists use color and art techniques to show their ideas about nature?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of Nature
and Landscapes influence artists and their artmaking. In this unit, students will explore conceptual ideas,
technical skills,and the artmaking process. Students will be able to work independently to develop their
personal voice that can be expressed in their conversation, writing, and artmaking.
Stage 1: Desired Results
Visual Communication and Art Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
7.1 The student will use, and record in a sketchbook/journal, steps of the art making process, including
research, to create works of art.
7.2 The student will apply contemporary media to communicate ideas, experiences, and narratives through
works of art.
7.3 The student will explain and apply ethical decisions in art making.
7.4 The student will use the elements of art and the principles of design, including the following, to express
meaning in works of art.
1. Color harmonious chromatic relationships
2. Line gestural
3. Space illusion of depth
4. Shape organic, geometric
5. Emphasis focal point, dominance
6. Proportion actual, exaggerated
7.5 The student will use a variety of compositional techniques, including perspective, to create the illusion of
space within the picture plane.
7.6 The student will apply a variety of techniques in observational and expressive drawing.

7.7 The student will create three-dimensional works of art, using various processes to include clay handbuilding techniques.
7.8 The student will develop their artistic voice through their personal works of art.
7.9 The student will demonstrate craftsmanship with attention to detail in works of art.
VA SOLs Visual Communication and Production
7.1 The student will use, and record in a sketchbook/journal, steps of the art-making process, including
research, to create works of art.
7.2 The student will refine media techniques to demonstrate craftsmanship.
7.3 The student will use ideas, concepts, and prior knowledge to solve art-making problems and create works
of art.
7.4 The student will communicate ideas, experiences, and narratives through the creation of works of art, using
traditional and contemporary media.
7.5 The student will explain and apply ethical decisions in art making.
7.6 The student will apply elements of art and principles of design, including the following, to express meaning
in works of art:
1. Colorharmonious chromatic relationships
2. Linecontrast, gradation
3. Spacepositive, negative
4. Emphasisfocal point, dominance
5. Proportionactual, exaggerated
7.7 The student will use a variety of compositional techniques, including perspective, to create the illusion of
space within the picture plane.
7.8 The student will apply a variety of techniques in observational and expressive drawing.
7.9 The student will create three-dimensional works of art, using various processes to include clay handbuilding techniques.
Art History and Cultural Context:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
7.10 The student will identify styles and themes in contemporary and historical works of art.
7.11 The student will analyze how art and culture influence each other.
7.12 The student will compare and contrast various visual arts careers.
VA SOLs Art History and Cultural Context
7.10 The student will identify styles and themes in contemporary and historical works of art.
7.11 The student will analyze how art and culture influence each other.
7.12 The student will identify the uses and impact of persuasive techniques (e.g., selection of images, design,
type, media) in print and contemporary media.
7.13 The student will compare and contrast various visual arts careers in relation to career preparation.
Analysis, Evaluation, and Critique:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
7.13 The students will analyze, interpret, and evaluate works of art, based on personal and contextual
information.
7.14 The student will apply processes of art criticism to evaluate works of art.
7.15 The student will identify subjects, themes, and symbols as they relate to meaning in works of art.

VA SOLs Analysis, Evaluation, and Critique

7.14 The student will identify subjects, themes, and symbols as they relate to meaning in works of art.
7.15 The student will apply processes of art criticism to evaluate works of art.
7.16 The student will compare and contrast the processes artists use to create works of art.
7.17 The student will analyze, interpret, and evaluate works of art, based on personal and contextual
information.
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
What are the big issues about art?
VB Instructional Objectives
7.16 The student will analyze and reflect on the purposes and meaning of art.
7.17 The student will describe personal responses to visual qualities in works of art.
7.18 The student will interpret ways that social and cultural beliefs can influence responses to works of art
VA SOLs Aesthetics
7.18 The student will analyze and reflect on the purposes and meaning of art.
7.19 The student will describe personal responses to visual qualities of works of art.
7.20 The student will interpret ways that social and cultural beliefs can influence responses to works of art.

KNOW
Knowledge

Students will know

Elements: Line, shape, color, space

Principles: proportion, balance,
harmony
Solid color
Line seperation
Landscape
Stylized
Heather Brown

UNDERSTAND
Meaning

Students will understand that

- Throughout history, artists

have interpreted the land in
many different ways. Some
have shown the land as a
decorative pattern; others, as a
dreamlike vision.
- Artists interpret nature; they
depict animals, insects, plants,
and entire landscapes, bringing
their own ideas about nature
into their work.
-Artists from around the globe
have found beauty in the natural
world.

DO
Skill

Students will be able to

- I can create a stylized landscape

that incorporates solid sections of
color divided by line.

Stage 2: Assessment Evidence

SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
Create a landscape that shows depth by creating sections of
Composition/formal design/visual
solid color divided by black lines
organization
Craftsmanship/technical skill
Originality/innovation
Written/Oral Reflection/Critique:
Participation/Effort
Self evaluation
Written/Oral Reflection/Critique:
Understanding of concept
Interpretation/Analysis of artwork
Communication of ideas
Reflection on the process
Detailed Rubrics with Learning Plans

FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding

Sketchbook/journal check
Collaborative group work
One on one teacher/student
Brainstorming
Webbing
Class participation
Group discussion
Verbal critique
Thumbnail sketches
Written/oral response, reflection, etc.
Experimentation
Activity Process- Daily Plan
Day
Activity- Process
Materials
Day
1
-Teacher takes attendance and performs other administrative tasks while
students complete journal work
-PowerpPoint
-Students will receive the lesson handout to keep in their journals
presentation
-Students will recieve a project planner to fill out and keep in their journals -Lesson Handout
-PowerPoint presentation to introduce lesson, artist, and landscapes in
-Project Planner
general
-Sample
-Discuss vocabulary words and project instructions
-Sketch paper
-Students will review handout and start to fill out project planner complete -Landscape reference
with sketch.
folders
-Teacher will give demonstration on how to start their project
-Pencils/erasers
-Students will review landscape references for ideas
-Students will begin to sketch their ideas on scrap paper to put into their
journals
Teacher Reflection:
Day
2

-Teacher takes attendance and performs other administrative tasks while

students complete journal work

-12x18 white paper

-Landscape reference

-Students will begin to sketch their ideas onto their final paper. Teacher will
stress to draw LIGHT, so students will not have a hard time covoring up
pencil lines
-Students will start to paint with watercolors on their final paper. Teacher
will remind students that each section should be solid color

folders
-Pencils/erasers
-Watercolors
-Paintbrushes
-Water buckets

Teacher Reflection:
Days
3-4 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Students will continue to work on their landscapes in watercolor

-Students final papers

-Watercolors
-Paint brushes
-Water buckets

Teacher Reflection:
Day
5

-Teacher takes attendance and performs other administrative tasks while

-Sharpie marker
students complete journal work
-Rubric
-Teacher will give a demonstration on dividing sections with black sharpie
marker
-Once students finish their watercolor, they will begin separating sections
with black sharpie marker. Teacher will stress that students need to take their
time, these lines need to be smooth and crisp
-Students will fill out their rubric, fill out a gallery tag, and turn their work
in to be framed and graded
Teacher Reflection:

Day
9

-Students will be given the opportunity to add detail to their paintings by

adding colored pencil and sharpie marker on top (paint must be dry)
-Students will review project handout and log into Google Classroom to
take their Self-Portrait quiz
-Students will complete their self evaluation rubric and turn in their work
Teacher Reflection:

UNIT TEACHER REFLECTION:

Does the unit address enduring ideas about the human experience?

-Colored pencils
-Sharpie markers
-Ipads for quiz
-Self evaluation rubric

Does the unit address enduring ideas about art?

Does the unit address key concepts and essential questions?
Does the learning plan align with unit objectives and assessment tasks?
Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
x
Open-ended activities
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
x
Independent
Tiered activities/products
x
Journal prompts
x
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest
21st CENTURY SKILLS
x
Critical thinking
Creative/Innovative thinking
x
Problem solving
Information literacy
x
Listening
Collaboration
x
Communication
Social responsibility
Sustainability
Interdependence
Health literacy

7th Grade Heather Brown inspired Landscapes

Big Idea-Nature
Students will create landscape paintings inspired by artist Heather Brown. We will
first study landscapes and look at references for ideas. Students will first sketch
their landscape with pencil, then paint with watercolor, and finally divide their
sections with sharpie marker. We will discuss the different functions of art and why
artists create landscapes.
-Participate in class discussion
-Complete Project Planner worksheet (including sketch)
-Complete the lesson- Create a neat, well planned self-portrait
Criteria

Excellent

Good

Average

Needs
Improvement

Lesson Objective-Student created

their painting showing mastery
through drawing proportionally,
showing depth, and paint application

20

19-16

15-7

6-0

Overall design and composition of

project was uniform and detailed.
Sections of color were solid and
divided by black lines

20

19-16

15-7

6-0

Preparation- Closely examined lesson

objective and researched ideas.
Recorded ideas carefully and planned
ideas with sketches

15

14-13

12-7

6-0

Craftsmanship- Project exhibits

skilled manipulation of media with
attention to detail

15

14-13

12-7

6-0

Aesthetics- Artwork communicated

the Big Idea. Elements and Principles
of art work well to create a successful
composition. Project is pleasing to
the eye. Subject matter is easily
recognized

15

14-13

12-7

6-0

Work Habits- Behavior and attitude

was excellent. Materials were used
safely and effectively. Student was
committed to the project and
constantly on task. Didnt rush to
complete. Cooperative and
participated in discussion. Showed
respect to teacher, self, others, and art
room. Students used problem solving
skills and worked independently to
complete project

15

14-13

12-7

6-0

Rate
Yourself

Total
Points

Teacher
Rating