Michaela Brady

michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

Domain 1: Planning and Preparation

Big Idea(s)

Expression

Unit Resources

Intro to Expressionism Work Sheet

iPod

Speakers

Markers

PowerPoint

Projector

Sketchbooks

Pencils

Fantasia 2000

DVD Player

Jazz Music (Pandora)

Paint

Paper

Paintbrushes

Water

Scholastic Art Magazine: Elements and

Principles of Art, Reading Review (10
Questions)

Elements and Principles of Art Quiz

Critique Instructions

"Stolen Matisse Scandal"

Computer Paper

College & Career Readiness/Real World

Application(s)

Students will connect the visual arts with the

musical arts, and understand how all fine arts
can influence and inspire the visual arts.
Students will also build connections between
emotions and the arts as a positive outlet.

Standards
CC_Common Core State Standards - English Language Arts/Literacy (2010) - Grades 9-10 English Language Arts
Strand CCSS.ELA-Literacy.R.9-10 Reading
CCSS.ELA-Literacy.RI.9-10 Informational Text
Key Ideas and Details
Grade Level Standard CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Strand CCSS.ELA-Literacy.W.9-10 Writing

Expressionism: Making the Invisible, Visible - Page 1 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

Text Types and Purposes

Grade Level Standard CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
Grade Level Standard CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
Grade Level Standard CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
AZ Visual Arts. Create. AS#1. B: Follow or break established conventions in the making of multiple works of art or design based on a theme, idea, or
concept.
AZ Visual Arts. Create. AS#2. A: Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or
concept.

Vocabulary
Academic Vocabulary

Domain-Specific Vocabulary

Fact
Opinion
Reflect
Response
Identify
Discuss
Prepare
Reflect
Argumentative
Describe

Gouache Decoupee
Papier Decoupe
Henri Matisse
Fauvism
Expressionism
Elements of Art
*Line
*Color
*Shape
*Texture
*Value
*Space
Principles of Design
*Contrast
*Repetition/Rhythm
*Movement

Expressionism: Making the Invisible, Visible - Page 2 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

*Emphasis
*Balance
Expressionism: Making the Invisible, Visible
Deconstructed Skills Aligned Activities
A. Visual Arts S1.C4.PO302:
Create artwork that
communicate substantive
meanings or achieve
intended purposes.
B. Visual Arts S1.C3.PO301:
Identify, select, and use
elements and principles (of
art and design.)
C. Visual Arts
S2.C1.PO301/S3.C2.PO301&
302: Contribute to a
discussion about who artists
are, what they do, and why
they create art. Analyze how
an artist's use of tools and
techniques affect an
artwork's meaning, purpose,
and value. Evaluate how an
artist's level of
craftsmanship affects the
value of an artwork.
D. W.9-10.2 Write
informative/explanatory
texts to examine and convey
complex ideas, concepts,
and information clearly and
accurately through the
effective selection,
organization, and analysis of
content.

A. Visual Arts S1.C4.PO302:

Create artwork that
communicate substantive
meanings or achieve
intended purposes.
1. Students will be able
to express emotions nonfiguratively in response to
three separate songs using
only line, shape, and color.
B. Visual Arts S1.C3.PO301:
Identify, select, and use
elements and principles (of
art and design.)
1. Students will be able
to accurately define and use
the Elements and Principles
of Design.
2.Students will be able
to Identify 6 Elements of Art
in Fantasia 2000's
interpretation of George
Gershwin's "Rhapsody in
Blue."
3. Students will be able
to identify all 6 elements and
all 5 principles of art in Henri
Matisse's "La tristesse du
roi."
C. Visual Arts
S2.C1.PO301/S3.C2.PO301&

Formative
Assessment
"La Tristesse du Roi"Elements and Principles of
Art and Design (Discussion)Elements and Principles of
Art QuizFinal Project (2-3 Paper Cut
Outs)Gouache DecoupeeIntro Worksheet (3 Songs)Jazz Reflection (5
Sentences)Rhapsody WorksheetScholastic Art Magazine Elements and Principles of
ArtSilent CritiqueStolen Matisse Essay-

Expressionism: Making the Invisible, Visible - Page 3 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016
E. Visual Arts S1.C2.PO302:
Demonstrate purposeful use
of a range of materials, tools,
and techniques in his or her
own artwork.
F. Visual Arts S1.C2.
PO301&302/S1.C3.PO301&3
02: Identify and experiment
with materials, tools, and
techniques appropriately and
expressively in his or her
own artwork. Demonstrate
purposeful use of a range of
materials, tools, and
techniques in his or her own
artwork. Identify, select, and
use elements and principles
to organize the composition
in his or her own artwork.
Solve complex compositional
problems in his or her own
artwork.
G. RI.9-10.1/W.9-10.4: Cite
strong and thorough textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text. Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
H. W.9-10.1: Write
arguments to support claims
in an analysis of substantive

1-5

302: Contribute to a
discussion about who artists
are, what they do, and why
they create art. Analyze how
an artist's use of tools and
techniques affect an
artwork's meaning, purpose,
and value. Evaluate how an
artist's level of
craftsmanship affects the
value of an artwork.
1. Students will be able
to identify facts about artist
Henri Matisse and accurately
define important vocabulary
words like Fauvism and
Expressionism.
D. W.9-10.2 Write
informative/explanatory
texts to examine and convey
complex ideas, concepts,
and information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
1.Students will be able
to discuss in writing why
they do or do not believe
Matisse's paper cut-outs to
be representational of jazz
music.
E. Visual Arts S1.C2.PO302:
Demonstrate purposeful use
of a range of materials, tools,
and techniques in his or her

Expressionism: Making the Invisible, Visible - Page 4 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
I. Visual Arts S3.C3.PO301:
Using established criteria,
judge the effectiveness of an
artists use of elements and
principles in a composition to
support the meaning and/or
purpose of an artwork.

1-5

own artwork.
1. Students will be able
to prepare paper, using
paint, for use as gouache
decoupee in their final, Henri
Matisse inspired projects.
F. Visual Arts S1.C2.
PO301&302/S1.C3.PO301&3
02: Identify and experiment
with materials, tools, and
techniques appropriately and
expressively in his or her
own artwork. Demonstrate
purposeful use of a range of
materials, tools, and
techniques in his or her own
artwork. Identify, select, and
use elements and principles
to organize the composition
in his or her own artwork.
Solve complex compositional
problems in his or her own
artwork.
1. Using construction
paper, painted paper,
scissors, and glue, students
will be able to create 3 paper
cut-outs in the style of
Expressionist artist Henri
Matisse, that reflect three
different musical genres of
their choice.
G. RI.9-10.1/W.9-10.4: Cite
strong and thorough textual
evidence to support analysis
of what the text says

Expressionism: Making the Invisible, Visible - Page 5 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

explicitly as well as
inferences drawn from the
text. Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
1. Scholastic Art
Magazine: Elements and
Principles of Art (Reading
Review - 10 questions)
H. W.9-10.1: Write
arguments to support claims
in an analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
1.Students will read the
article "Stolen Matisse
Scandal" then write an
argumentative essay
defending their opinion
based on the content of the
article.
I. Visual Arts S3.C3.PO301:
Using established criteria,
judge the effectiveness of an
artists use of elements and
principles in a composition to
support the meaning and/or
purpose of an artwork.
1.Students will be able
to critique their peers'
artwork using the Elements
and Principles of art as
description guides.

Expressionism: Making the Invisible, Visible - Page 6 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

Domain 3: Classroom Instruction

Essential Questions:

How would an artist represent something

invisible, like emotions or music, visually
in a work of art?

Why are Elements and Principles of

Design important to the creation of art?

Content:

Intro to Expressionism

Elements and Principles of Art and Design

Henri Matisse & Fauvism

Gouache Decoupee

Final Project

Scholastic Art: Elements and Principles of

Art (Reading Review)

Scholastic Art Review (As a Class!)

Elements and Principles of Art Quiz

"Stolen Matisse"

Silent Critique

Skills

Expressionism: Making the Invisible, Visible - Page 7 of 10

Students will be able to express emotions

non-figuratively in response to three
separate songs using only line, shape, and
color.
Students will be able to accurately define
and use the Elements and Principles of
Design.
Students will be able to Identify 6
Elements of Art in Fantasia 2000's
interpretation of George Gershwin's
"Rhapsody in Blue."
Students will be able to identify facts
about artist Henri Matisse and accurately
define important vocabulary words like
Fauvism and Expressionism.
Students will be able to discuss in writing
why they do or do not believe Matisse's
paper cut-outs to be representational of
jazz music.
Students will be able to prepare paper,
using paint, for use as gouache decoupee
in their final, Henri Matisse inspired
projects.
Using construction paper, painted paper,
scissors, and glue, students will be able to
create 3 paper cut-outs in the style of
Expressionist artist Henri Matisse, that
reflect three different musical genres of
their choice.
Students will be able to identify all 6
elements and all 5 principles of art in
Henri Matisse's "La tristesse du roi."

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

Standards Aligned Teaching Activities and

Strategies:

Visual Arts S1.C4.PO302: Students will be

able to express emotions non-figuratively
in response to three separate songs using
only line, shape, and color.

Visual Arts S1.C3.PO301: Students will be

able to accurately define and use the
Elements and Principles of Design.
Students will be able to Identify 6
Elements of Art in Fantasia 2000's
interpretation of George Gershwin's
"Rhapsody in Blue."

Visual Arts
S2.C1.PO301/S3.C2.PO301&302: Students
will be able to identify facts about artist
Henri Matisse and accurately define
important vocabulary words like Fauvism
and Expressionism.

W.9-10.2: Students will be able to discuss

in writing why they do or do not believe
Matisse's paper cut-outs to be
representational of jazz music.

Visual Arts S1.C2.PO302: Students will be

able to prepare paper, using paint, for use
as gouache decoupee in their final, Henri

Bloom's Levels and Learning Targets

Creating

Evaluating

Reasoning

Analyzing

Applying

Understanding

Remembering

Expressionism: Making the Invisible, Visible - Page 8 of 10

Students will read the article "Stolen

Matisse Scandal" then write an
argumentative essay defending their
opinion based on the content of the
article.
Students will be able to critique their
peers' artwork using the Elements and
Principles of art as description guides.

Marzano's High Yield Strategies

Identifying similarities and differences

Summarizing and note-taking

Reinforcing effort and providing

recognition

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Questions, cues, and advanced organizers

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

Matisse inspired projects.

Visual Arts S1.C2.
PO301&302/S1.C3.PO301&302: Using
construction paper, painted paper,
scissors, and glue, students will be able to
create 3 paper cut-outs in the style of
Expressionist artist Henri Matisse, that
reflect three different musical genres of
their choice.
Visual Arts S1.C3.PO301: Students will be
able to identify all 6 elements and all 5
principles of art in Henri Matisse's "La
tristesse du roi."
RI.9-10.1/W.9-10.4: Scholastic Art
Magazine: Elements and Principles of Art
(Reading Review - 10 questions)
W.9-10.1: Students will read the article
"Stolen Matisse Scandal" then write an
argumentative essay defending their
opinion based on the content of the
article.
Visual Arts S3.C3.PO301: Students will be
able to critique their peers' artwork using
the Elements and Principles of art as
description guides.

Assessment Methods

Constructed response

Performance

Individual communication

Assessment: (Other)

Lesson Reflection

Intro Worksheet: 25 pts

Rhapsody Worksheet 25 pts
Jazz Reflection
Gouache Decoupee (Participation)
Hook: Identify all 6 Elements and all 5
Principles in Henri Matisse's "La Tristesse du

Complete Scholastic Art at the beginning of the

unit - review with students via PowerPoint as a
class. Students need more reinforcement of the
Elements and Principles!
***Make sure to require non-figurative work
only - much stronger pieces this year!

Expressionism: Making the Invisible, Visible - Page 9 of 10

Michaela Brady
michaela.brady@bie.edu
Expressionism: Making the Invisible, Visible
Art Fundamentals/Native American Art
Start Date: August 08, 2016
End Date : September 01, 2016

1-5

roi"
Scholastic Art: Elements and Principles
(Reading Review - 10 questions)
Final Project
Elements and Principles of Art Quiz
Stolen Matisse Essay
Silent Critique

Expressionism: Making the Invisible, Visible - Page 10 of 10