NORTH BROOKFIELD JR-SR HIGH SCHOOL H.S.

ART I UNIT PLANS

Developed by Nicole Giguere K-12 Visual Art Teacher
UNIT 1
Subject: Visual Art Course: H.S. Art I

Unit: 1 Learning to Look: Elements & Principles in Art Time Frame:

Learning Expectations: Essential Questions/Skills:

LE 1: Communicate effectively in writing. -What are the Elements of Art and Principles of Design and what do
LE 2: Read and interpret varied texts accurately and insightfully. they look like?
LE 3: Effectively deliver oral presentations. -How do we use the elements and principles effectively in our art
LE 4: Demonstrate problem solving and critical thinking skills. work?
LE 5: Conduct research effectively using various media.
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates
respect, responsibility and readiness.

Sequence: 1 of 8

Learning Objectives MA Visual Art Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

-SWBAT identify the
Elements of Art and the
Principles of Design in
any given artwork by
listing specific
characteristics from the
-1.9 Demonstrate the
ability to create 2D and
3D works that show
knowledge of unique
characteristics of
-teacher demonstration U1P1 Name Formative:
-teacher presentation Design Portfolio -Daily check-ins
-teacher/student -Gallery Walk
Handout
interaction -Elements & Principles
Packet
-circulating classroom
-Weekly Progress Sheet
w/check-ins
artwork that align with the
definitions of each
Element and Principle.
-SWBAT create their own
artwork that shows their
understanding of the
elements and principles of
art and design.
particular media, Weekly Progress
materials, and tools . Sheet Summative:
-2.13 Use color, line, - U1P1: Name Design
texture, shape, and form Portfolio with Rubric
in 2D and 3D work and Score (see handout)
identify the use of these - Daily Effort &
elements in the
Participation score
compositions of others
-2.15 Create artwork that (recorded in
demonstrates gradebook)
understanding of the
elements and principles
of design in establishing a
point of view, a sense of
space, or a mood.
-4.11 Maintain a portfolio
of artwork that
demonstrates a
progression of ideas and
skills over time
 UNIT 2
Subject: Visual Art Course: H.S. Art I

Unit: 2 Developing Drawing Skills Time Frame:

Learning Expectations: Essential Questions/Skills:

LE 1: Communicate effectively in writing.
LE 2: Read and interpret varied texts accurately and insightfully.
LE 3: Effectively deliver oral presentations.
LE 4: Demonstrate problem solving and critical thinking skills.
LE 5: Conduct research effectively using various media.
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates
respect, responsibility and readiness.
How can we use contour, blind-contour, double-blind
contour, cross contour, and the specific types of line such
as diagonal, horizontal, thick, thin, dotted, etc. in our
artwork?
How do we render value accurately by using value scales in
pencil and ink, hard vs. soft edges, and chiaroscuro from
direct observation?
How do we render different textures and forms like cubes,
cones, and spheres using both pencil and ink in our work?
What are the different pencil ranges and how do we use
them to create a range of value?

Sequence: 2 of 8

Learning Objectives MA Visual Art Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

SWBAT continue to 2.14 Review systems of -teacher demonstration U2P1 Contour Line Formative:
develop their drawing visualizing information -teacher presentation Drawing Handout -Daily check-ins
skills to complete contour and depicting space and -teacher/student -Gallery Walk
drawings, blind contour
Contour Drawing
volume, for example, interaction
drawings, double blind Activity Packet
contour drawings, value
scales, texture squares,
still life objects, and
representational ideas.
SWBAT apply these skills
to a variety of different
drawing media by using
pencil and Ink to convey
contour line,
cross-contour line, space,
volume and
three-dimensionality of
objects.
SWBAT draw what they
see, not what they know,
by practicing looking
closely and observing a
still life object while
further developing their
hand-eye coordination to
render objects accurately
and proportionally.
scale and vanishing point,
linear, atmospheric, and
isometric perspective;
and create works using
these systems.
3.8 Create
representational 2D
artwork from observation
and from memory that
convincingly portrays 3D
space and the objects
and people within that
space.
4.11 Maintain a portfolio
of artwork that
demonstrates a
progression of ideas and
skills over time.
-circulating classroom -Contour Drawing Activity
w/check-ins Methods for Packet
-Methods for Adding
Adding Value Value Packet
Packet -Weekly Progress Sheet
Still Life Time Summative:
- U2P1: Contour Line
Lapse Video
Drawing with Rubric
Score (see handout)
U2P2 -U2P2: Representational
Representational Still Life with Rubric
Still Life Handout Score (see handout)
-U2P3: Non-Objective
U2P2 Still Life Charcoal Drawing with
Drawing Slides Rubric Score (see
handout)
- Daily Effort &
U2P3
Participation score
Non-Objective (recorded in
Charcoal Drawing
gradebook)
Handout
Weekly Progress
Sheet
 UNIT 3
Subject: Visual Art Course: H.S. Art I

Unit: 3 Drawing in Different Media Time Frame:

Learning Expectations: Essential Questions:

LE 1: Communicate effectively in writing. How can we manipulate different drawing media to render value and
LE 2: Read and interpret varied texts accurately and insightfully. create three-dimensionality and space in our artwork?
LE 3: Effectively deliver oral presentations.
LE 4: Demonstrate problem solving and critical thinking skills. How can we manipulate the different drawing media to create work
LE 5: Conduct research effectively using various media. in the styles of Hockney, Thiebaud, and Dali?
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates
respect, responsibility and readiness.

Sequence: 3 of 8

Learning Objectives MA Visual Art Instructional Resources Assessments

(Students will know or Standards: Strategies:
be able to):

SWBAT apply their basic
drawing skills acquired
throughout Unit 2:
Developing Drawing Skills
to a variety of new media
including colored pencil,
Ink, and oil pastel.
1.9 Demonstrate the
ability to create 2D and
3D works that show
knowledge of unique
characteristics of
particular media,
materials, and tools 1.10
-teacher demonstration
-teacher presentation
-teacher/student
interaction
-circulating classroom
w/check-ins
U3P1 David Hockney Formative:
Ink & Watercolor - Daily check-ins
Landscape Handout -Gallery Walk
-Watercolor/Crossword
Activity in U3P1 Packet
U3P1 David Hockney
-Group Research Activity
Slides in U3P2 packet
SWBAT to use colored
pencil, ink, and oil pastel
to create work that
renders value accurately
using each medium.
Use electronic technology
for reference and for
creating original work
2.13 Use color, line,
texture, shape, and form
in 2D and 3D work and Slides
identify the use of these
elements in the
compositions of others
2.15 Create artwork that
demonstrates
understanding of the
elements and principles
of design in establishing a
point of view, a sense of
space, or a mood
3.8 Create
representational 2D
artwork from direct
observation and from
memory that convincingly
portrays 3D space and
the objects and people
within that space
U3P2 Surrealism -Colored Pencil Practice
Scene in Colored Activity in U3P2 Packet
Pencil Handout -Weekly Progress Sheet
Summative:
U3P2 Surrealism
- U3P1: David Hockney
Ink & Watercolor with
Rubric Score (see
U3P3 Wayne
handout)
Thiebaud Oil Pastel
-U3P2: Surrealism Scene
Desserts Handout
in Colored Pencil with
Rubric Score (see
U3P3 Wayne
handout)
Thiebaud Slides
-U3P3: Wayne Thiebaud
Oil Pastel Dessert
Drawings with Rubric
Score (see handout)
- Daily Effort &
Participation score
(recorded in
gradebook)
 UNIT 4
Subject: Visual Art Course: High School Art I

Unit: Printmaking & Linoleum Block Reliefs Time Frame:

Learning Expectations: Essential Questions:

LE 1: Communicate effectively in writing. How can we safely utilize printmaking with linoleum blocks as a
LE 2: Read and interpret varied texts accurately and insightfully. medium to express our ideas?
LE 3: Effectively deliver oral presentations.
LE 4: Demonstrate problem solving and critical thinking skills. How does printmaking as a medium lend itself to the qualities of the
LE 5: Conduct research effectively using various media. Pop Art movement and the work of Andy Warhol?
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates
respect, responsibility and readiness.

Sequence: 4 of 8

Learning Objectives MA Visual Art Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

SWBAT identify the
different printmaking
methods, terms, and
tools.
SWBAT identify the
artwork of Andy Warhol
and express their
1.12 Describe and apply -teacher demonstration U4P1 Pop Art Formative:
procedures to ensure -teacher presentation Prints Handout - Daily check-ins
safety and proper -teacher/student - Gallery Walk
maintenance of the interaction - Weekly Progress Sheet
U4P1 Pop Art
workspace, materials, -circulating classroom
Prints Slides Sumamtive:
and tools w/check-ins
-U4P1 Pop Art Prints
Rubric Score (see
knowledge of Pop Art by 2.15 Create artwork that handout)
creating a linoleum block demonstrates - Daily Effort &
carving in that style. understanding of the Participation score
elements and principles (recorded in
SWBAT use the Relief
of design in establishing a gradebook)
Printing Method to create
a linoleum block print in point of view, a sense of
the style of Pop Artist space, or a mood
Andy Warhol by safely 3.8 Create
and properly using representational 2D
printmaking carving tools. artwork from direct
observation and from
memory that convincingly
portrays 3D space and
the objects and people
within that space
4.10 Demonstrate the
ability to develop an idea
through multiple stages,
responding to criticism
and self-assessment
 UNIT 5
Subject: Visual Art Course: High School Art I

Unit: Exploring Color Theory Time Frame:

Learning Expectations: Essential Questions:

LE 1: Communicate effectively in writing.
LE 2: Read and interpret varied texts accurately and insightfully.
LE 3: Effectively deliver oral presentations.
LE 4: Demonstrate problem solving and critical thinking skills.
LE 5: Conduct research effectively using various media.
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates
respect, responsibility and readiness.
How do we utilize color theory to create different visual effects
in our artwork?
Why is a basic knowledge of color theory important for making
art?
How do artists specifically utilize color theory in their own
work?

Sequence: of

Learning Objectives Common Core Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

Students will be able to 2.12 Apply knowledge of -teacher demonstration Color Theory Formative:
identify the many color color theory to a project -teacher presentation Activity Packet - Daily check-ins
groups relate to color focusing on the use of -teacher/student - Gallery Walk
theory. complementary colors. interaction - Completed Activities in
U5P1 Mandala Color Theory Packet
Be able to use values of -circulating classroom
Color Wheel - Weekly Progress Sheet
colors in wet and dry w/check-ins
media to create the
Handout
Summative:
Students will be able to illusion of 3D form on a - U5P1 Mandala Color
identify the concept of 2D surface U5P1 Mandala Wheel Score (see
color schemes. Color Wheel Slides handout)
4.9 Demonstrate the - U5P2 Color Scheme
Students will be able to ability to conceptualize, Tiles
U5P2 Color
make informed decisions organize, and complete Score (see handout)
about color in both their long-term projects, alone
Scheme Tiles - Daily Effort &
artwork and real-life and in group settings Handout Participation score
applications using their (recorded in
knowledge of the color gradebook)
wheel.
 UNIT 6
Subject: Visual Course: High School Art I

Unit: Portraying People Time Frame:

Learning Expectations: Essential Questions:

LE 1: Communicate effectively in writing.
LE 2: Read and interpret varied texts accurately and insightfully. How do we accurately render the human figure and
LE 3: Effectively deliver oral presentations.
proportions?
LE 4: Demonstrate problem solving and critical thinking skills.
LE 5: Conduct research effectively using various media.
LE 6: Actively participate in community service. How does our ability to accurately portray the human figure
LE 7: Be a caring, informed, and active citizen who demonstrates benefit our artwork?
respect, responsibility and readiness.

Sequence: 6 of 8

Learning Objectives MA Visual Art Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

SWBAT develop their 1.9 Demonstrate the -teacher demonstration Drawing Human Formative:
skills in drawing the ability to create 2D and -teacher presentation Features Activity - Daily check-ins
human figure as well as 3D works that show -teacher/student - Gallery Walk
facial features by
Packet - Completed Activities in
knowledge of unique interaction
completing a series of Drawing Human
characteristics of -circulating classroom
learning activities related U6P1 Shattered Features
to portraying people in particular media, w/check-ins Packet
materials, and tools
Self-Portrait
different media. - Weekly Progress Sheet
Handout
1.10 Use electronic Summative:
technology for reference - U6P1 Shattered
and for creating original Self-Portrait Score (see
work handout)
2.13 Use color, line, - Daily Effort &
texture, shape, and form Participation score
in 2D and 3D work and (recorded in
identify the use of these gradebook)
elements in the
compositions of others
Examples include: line as
edge treatment and in
patterns; color
 UNIT 7
Subject: Visual Art Course: H.S. Art I

Unit: The Clay Process Time Frame:

Learning Expectations: Essential Questions:

LE 1: Communicate effectively in writing.
LE 2: Read and interpret varied texts accurately and insightfully. What is the clay process and what does it look like?
LE 3: Effectively deliver oral presentations.
LE 4: Demonstrate problem solving and critical thinking skills.
LE 5: Conduct research effectively using various media. How can we manipulate clay to become ceramic work?
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates How do artists use clay as a medium?
respect, responsibility and readiness.

Sequence: 7 of 7

Learning Objectives MA Visual Art Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

SWBAT identify and 3.9 Create 2D and 3D -teacher demonstration U7P1/P2 Handout Formative:
create complete ceramic artwork that explores the -teacher presentation - Daily check-ins
vessels using the different abstraction of ideas and -teacher/student - Gallery Walk
hand-building methods: representations interaction - Completed Sketches
pinch and coil. - Weekly Progress Sheet
-circulating classroom
SWBAT identify and 4.10 Demonstrate the w/check-ins Summative:
define the important ability to develop an idea - U7P1 Functional
ceramic terms listed in through multiple stages, Reliquaries Score (see
this packet. responding to criticism handout)
and self-assessment - U7P2 Sculpture Score
SWBAT to define and (see handout)
create both functional and
5.10 Critique their own - Daily Effort &
sculptural ceramic wares.
work, the work of peers, Participation score
and the work of (recorded in
professional artists, and gradebook)
demonstrate an
understanding of the
formal, cultural, and
historical contexts of the
work
 UNIT 8
Subject: Visual Art Course: H.S. Art I

Unit: 3-D Media & Design Time Frame:

Learning Expectations: Essential Questions:

LE 1: Communicate effectively in writing.
LE 2: Read and interpret varied texts accurately and insightfully. How can we create work in the third-dimension?
LE 3: Effectively deliver oral presentations.
LE 4: Demonstrate problem solving and critical thinking skills.
LE 5: Conduct research effectively using various media. How do artists utilize three-dimensionality in their work?
LE 6: Actively participate in community service.
LE 7: Be a caring, informed, and active citizen who demonstrates
respect, responsibility and readiness.

Sequence: 8 of 8

Learning Objectives Common Core Instructional Resources Assessments

(Students will know Standards: Strategies:
or be able to):

SWBAT manipulate and 2.11 For space and -teacher demonstration U8P1 Symbolic Formative:
combine 3-dimensional composition, create -teacher presentation Sculpture Handout - Daily check-ins
media to assign it a new unified 2D and 3D -teacher/student - Gallery Walk
meaning. Students will compositions that interaction - Completed Sketches
explore a variety or 3-d - Weekly Progress Sheet
demonstrate an -circulating classroom
objects and materials
build a sculpture that is understanding of balance, w/check-ins Summative:
repetition, rhythm, scale, - U8P1 Symbolic Sculpture
intended to be viewed in proportion, unity, Score (see handout)
the round. harmony, and emphasis. - Daily Effort &
Participation score
3.10 Create 2D and 3D (recorded in
images that are original, gradebook)
convey a distinct point of
view, and communicate
ideas

4.10 Demonstrate the

ability to develop an idea
through multiple stages,
responding to criticism
and self-assessment